Protecting Nature by Making Conservation Management Plans

I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds  of conformity! I am talking about LEARNING � the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his �cruiser�. I am talking about the student who says, �I am discovering, drawing in from the outside, and making that which is drawn in a real part of me.� I am talking about any learning in which the experience of the learner progresses along this line: �No, no, that�s not what I want�; �Wait! This is closer to what I am interested in, what I need�; �Ah, here it is! Now I�m grasping and comprehending what I need and what I want to know!� Carl Rogers 1983: 18-19

Analysis of the research literature ... suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher order thinking tasks as analysis, synthesis, and evaluation.�� Charles C.  Bonwell and James A. Eison(1991). Active Learning: Creating Excitement in the Classroom, Washington DC: ERIC Clearinghouse on Higher Education, George Washington University