Several years ago, I was a reader on a doctoral dissertation at La Trobe University, in Melbourne. The focus of the study was an examination of the history of environmental education over the past 30-40 years. In an analysis of the research, environmental education projects, and action groups, the researcher used a tri-analytic paradigm in which she identified three clusters of environmental education. They were (1) science education about the environment, (2) science education in the environment, and (3) science education for the environment. Education about the environment includes traditonal teaching about the concepts that underscore environmental education; Education in the environment reflected the 1970s movement in environmental education shown in the many environmental projects in which teachers brought their students outdoors to learn first-hand about the environment. Education for the environment included programs in which students and adults took action on real environmental issues and problems, and acted as if they were using science to make changes in environmental politics, and related issues. A number of projects in the 1990s used the Internet and global collaboration to engage students in education for the environment. Thinking globally and acting as citizen scientists was the theme in many programs (see the GLOBE, Global Lab, or Eco-Connections. Education for the environment is what is needed if we are to make environmental education real for students. In a sense, education for the environment is engaging students in social responsibility and citizen scientist endeavors. The horrendous effects of hurricanes Rita and Katrina underscore the need more than ever for this kind of education.