Lewis Mumford, one of the most respected public intellectuals of the twentieth century, speaking at a conference on the future environments of North America, said, “In order to secure human survival we must transition from a technological culture to an ecological culture.” In Ecohumanism and the Ecological Culture, William Cohen shows how Mumford’s conception of an educational philosophy was enacted by Mumford’s mentee, Ian McHarg, the renowned landscape architect and regional planner at the University of Pennsylvania. McHarg advanced a new way to achieve an ecological culture―through an educational curriculum based on fusing ecohumanism to the planning and design disciplines. 

Cohen explores Mumford’s important vision of ecohumanism—a synthesis of natural systems ecology with the myriad dimensions of human systems, or human ecology―and how McHarg actually formulated and made that vision happen. He considers the emergence of alternative energy systems and new approaches to planning and community development to achieve these goals.

The ecohumanism graduate curriculum should become the basis to train the next generation of planners and designers to lead us into the ecological culture, thereby securing the educational legacy of both Lewis Mumford and Ian McHarg.

A Primer for Teaching Environmental History is a guide for college and high school teachers who are teaching environmental history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate environmental history into their world history courses. Emily Wakild and Michelle K. Berry offer design principles for creating syllabi that will help students navigate a wide range of topics, from food, environmental justice, and natural resources to animal-human relations, senses of place, and climate change. In their discussions of learning objectives, assessment, project-based learning, using technology, and syllabus design, Wakild and Berry draw readers into the process of strategically designing courses on environmental history that will challenge students to think critically about one of the most urgent topics of study in the twenty-first century.

President John F. Kennedy officially dedicated the Pinchot Institute for Conservation Studies on September 24, 1963 to further the legacy and activism of conservationist Gifford Pinchot (1865–1946). Pinchot was the first chief of the United States Forest Service, appointed by Theodore Roosevelt in 1905. During his five-year term, he more than tripled the national forest reserves to 172 million acres. A pioneer in his field, Pinchot is widely regarded as one of the architects of American conservation and an adamant steward of natural resources for future generations.
Author Char Miller highlights many of the important contributions of the Pinchot Institute through its first fifty years of operation. As a union of the United States Forest Service and the Conservation Foundation, a private New York-based think tank, the institute was created to formulate policy and develop conservation education programs. Miller chronicles the institution’s founding, a donation of the Pinchot family, at its Grey Towers estate in Milford, Pennsylvania. He views the contributions of Pinchot family members, from the institute’s initial conception by Pinchot’s son, Gifford Bryce Pinchot, through the family’s ongoing participation in current conservation programming. Miller describes the institute’s unique fusion of policy makers, scientists, politicians, and activists to increase our understanding of and responses to urban and rural forestry, water quality, soil erosion, air pollution, endangered species, land management and planning, and hydraulic franking.
Miller explores such innovative programs as Common Waters, which works to protect the local Delaware River Basin as a drinking water source for millions; EcoMadera, which trains the residents of Cristobal Colón in Ecuador in conservation land management and sustainable wood processing; and the Forest Health-Human Health Initiative, which offers health-care credits to rural American landowners who maintain their carbon-capturing forestlands. Many of these individuals are age sixty-five or older and face daunting medical expenses that may force them to sell their land for timber.
Through these and countless other collaborative endeavors, the Pinchot Institute has continued to advance its namesake’s ambition to protect ecosystems for future generations and provide vital environmental services in an age of a burgeoning population and a disruptive climate.