Environmental educators distinguish between normative, instrumental and liberal approaches. This article offers anthropological insights into environmental education (EE) involving all three perspectives based on the discussion of indigenous culture within sustainable business course in The Netherlands. The case study described here uses ethnographic insights to illustrate the evolution of thought when western students are presented with philosophies and information that allow them to reflect upon their own cultural positions and ideologies. A combination of normative and instrumental instructional approaches, as well as open and reflexive pedagogical engagement has helped students to learn to appreciate the value of cultural and natural diversity beyond the writing assignments’ requirements and socially acceptable or lecturer-desired views.

环境教育者区分规范，工具和自由方法。本文基于荷兰可持续商业课程中对土著文化的讨论，提供了对环境教育（EE）的人类学见解，涉及所有这三种观点。这里描述的案例研究使用人种学的见解来说明当西方学生获得哲学和信息以使他们能够反思自己的文化立场和意识形态时思想的演变。规范性和工具性教学方法的结合，以及开放性和反思性的教学参与，帮助学生学习了超越写作任务要求和社会上可接受或讲师期望的观点所带来的文化和自然多样性的价值。