Abstract
This study addresses problems of inequity in education and global environmental destruction by arguing for a holistic approach to Earth science education in the public secondary schools. The case is made on the basis of educational theory; educational research on Waldorf and Holistic schools; and the observations of students and teachers by the author of this study. Theoretical arguments for holistic Earth science center on the assertion that such an approach would reduce cultural alienation in science classes and allow students to link knowledge of the environment with a feeling of caring for it. The study reaches the conclusion that the practice of holistic Earth science is in its infancy but could be expanded easily by adapting existing resources.