A prerequisite to successful environmental education is major change in the educational system. As a replacement for the manpower training/selection approach, we need education as assistance in child development; as a replacement for the educational bureaucracy, we need a dynamic structure designed for individual and organizational growth and development. For environmental education to be effective in inducing/supporting necessary social change, it must derive its theoretical foundations from a restructuring of the pupil's environment. My own efforts in this area have involved developing an approach to teaching about human behavior and social processes for pupils between the ages of 12-18. It can be briefly characterized as using the classroom, school, local community, and foreign classrooms as one's laboratory. In this process, the teacher and pupils pose questions about man and society. Both classroom situations and data gathering from the community can relate to these questions. This kind of program can have several useful outcomes: 1) shift the direction/basis of inquiry to the student himself; 2) diminish overly simplistic views and stereotypes; 3) expose a wide variety of research methods. In terms of environmental education, the pupil realizes his power and sense of responsibility while developing knowledge and skills for putting them to work. (Author/JLB)