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For many scholars (see Smyth, 1995; Tilbury, 1995; Fien & Tilbury, 2002; Hopkins & McKeown, 2002) the emergence of the discourse of education for sustainable development (ESD) over the past 15 or so years is viewed as a progressive transition in the field, along similar lines to the positive portrayal of prior historical transitions from nature study to conservation education to environmental education (Stevenson, 1987). Two claimed advancements represented by this new discourse are identified by Smyth (1995) as: (1) the replacement of a problem (or negative) orientation associated with environmental education by a contrasting positive orientation of ESD; and (2) a shift from an almost exclusive focus on environmental concerns without attention to social and human development issues (in environmental education), to the inclusion of social and economic development alongside the environmental dimension (in …