Chairman of the Field Studies CouncilNoddfa Chapel, Braichgoch Terrace, Corris via Machynlleth, Powys SY20 9LL Real education in environmental understanding is about inspiring and enlarging people's curiosity. It is about generating a breadth of interest and not just a depth of expertise. It should encourage appreciation of the environment, not just understanding, and it helps if it also leaves some room for wonder.'Environmental Understanding for All' is the clear aim of the Field Studies Council. We have set ourselves to this difficult but exciting task. We have tried to develop some environmental understanding in all sorts of people; young and old, rural and urban, committed and indifferent, despoilers and conservationists, politicians and pressure groups, industry and commerce, academic and non-academic.The main thrust of our attack is based at one Day Centre, one main Research Unit, six Residential Centres in England and three in Wales. These Centres are up mountains, by the coast, in forests, on the shores of lakes and tarns. Some of them are almost in fields! We have well over a hundred professional and dedicated staff helping us to look after many thousands of customers each year.In the spectrum of scientific and conservation organizations concerned with the environment, we have an important and honoured place. We have, perhaps, stood too passively on the sidelines and we need a higher profile to get the resources and recognition to move forward-but we can be proud of the start we have made towards 'Environmental Understanding for All'.

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PurposeThe purpose of this paper is to argue that curriculum‐based careers education is part of a wider move to treat higher education students as holistic learners and to reframe the ways in which careers educators can learn from, and contribute to, these wider developments.Design/methodology/approachThe paper conceptualises students as “embodied learners” who require opportunities for reflection to understand and process the existential, affective and pedagogic challenges inherent in their learning. Drawing on Palmer's notion of “paradoxical spaces”, careers education is shown to be one of many related responses to these student needs.FindingsConsequently, while sometimes perceived as an anomalous feature of the higher education landscape, careers education is found to share important commonalities with other pedagogic initiatives which inform and extend current debates about careers in the curriculum.Originality/valueBy showing the familial characteristics that careers education shares with related initiatives, a new basis for including careers within the curriculum is proposed and a new collaborative mode for careers educators to engage with other teaching staff is encouraged. A new rationale for curriculum based careers education is advanced, that differs from utilitarian and vocational arguments by being derived from a pedagogic discourse, which seeks to establish common ground between careers educators and other academics.

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