was implemented achieved the set goals. Ecotourism offers an environmentally responsible way to manage resources in a globalised world where the overproduction of goods and services is an obstacle to biodiversity. Ecotourism is also a marketable buzzword. Chapter 3 explores the relevance of ecotourism to biodiversity conservation and its rollout in countries such as Costa Rica and Colombia. Chapter 4 looks at the innovation of integrating hands-on environmental education and ecotourism. Chapter 5 discusses the philosophy and values of ecotourism and its links to environmental education. These topics are swiftly covered before a discussion of protected habitats and biodiversity conservation in Chapter 6 and, a topic close to my heart, Indigenous stewardship, education and ecotourism in Chapter 7. The philosophical leanings of the authors towards valuing and upskilling local knowledge in ecotourism development is reiterated in Chapter 8, which discusses the social, economic and ecological impacts of tourism. Turning to wetland restoration and protection, Chapter 9 discusses the potential role of environmental education and ecotourism to remedy the immense wetland loss worldwide, which has been due to the expansion of human settlements, agriculture and silviculture. A primary reason wetlands are a unique site for environmental education programs and ecotourism is that only 40–50% of wetlands worldwide remain. Novel biodiversity education initiatives and ecotourism ventures could inject new drive into the Convention on Wetlands, an intergovernmental treaty initially adopted in 1971 in Ramsar, Iran. Speaking from firsthand experience, Ramírez and Santana highlight the transformative, ground-breaking and emotionally laden experiences wetland locations offer to students and visitors. One of the most commendable features of this book is the breadth of examples from Latin America brought to an English-speaking audience. The philosophy of environmental education is dominated byWestern perspectives, but Ramírez and Santana strongly advocate the exploration and engagement of Indigenous knowledge, attitudes and practices in conservation and ecotourism efforts. A more systematic, structured and well-signposted approach to presenting evidence, theory and argument would make the take-home messages of this book more coherent, hard-hitting and persuasive. Examples leap, from Monarch butterflies in Mexico to wildlife conservation in Nepal, with little segue between. A little effort on the behalf of the reader to source the primary references, however, will make this book highly rewarding for those looking to understand the growth of conservation education and ecotourism over the last 25 years.

中文翻译：

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生态经济学-C.Martijn van der Heide，Willem Heijman，Johannes Hendrikus JacquesSchaminée，JoopSchaminée，Wageningen Academic Publishers，2018

被实施，实现了既定目标。生态旅游提供了一种对环境负责的方式，在全球化的世界中管理资源，商品和服务的过度生产是生物多样性的障碍。生态旅游也是一个流行的流行词。第三章探讨了生态旅游与生物多样性保护的相关性及其在哥斯达黎加和哥伦比亚等国的推广。第四章探讨了动手实践环境教育与生态旅游相结合的创新。第五章讨论了生态旅游的理念和价值及其与环境教育的联系。在第6章讨论保护栖息地和生物多样性保护之前，将迅速讨论这些主题；在第7章讨论我的内心主题：土著管理，教育和生态旅游时，将迅速讨论这些主题。在第8章中重申了作者对评估和提高生态旅游发展中的当地知识的哲学倾向，其中讨论了旅游业的社会，经济和生态影响。关于湿地的恢复和保护，第9章讨论了环境教育和生态旅游在纠正由于人类住区，农业和造林业的扩大而造成的全球巨大湿地损失方面的潜在作用。湿地是环境教育计划和生态旅游的独特场所的一个主要原因是，全世界仅剩下40％至50％的湿地。新颖的生物多样性教育举措和生态旅游事业可以为《湿地公约》注入新的动力，该公约最初于1971年在伊朗拉姆萨尔通过。从第一手经验讲，拉米雷斯（Ramírez）和桑塔纳（Santana）强调了湿地为学生和游客提供的变革性，开创性和情感丰富的体验。本书最值得称赞的功能之一是拉丁美洲向英语使用者提供了许多例子。西方的观点主导着环境教育的哲学，但是拉米雷斯和桑塔纳强烈主张在保护和生态旅游方面探索和吸收土著知识，态度和做法。提出证据，理论和论据的更系统，结构化和路标明确的方法将使本书的带回家的信息更连贯，更具挑战性和说服力。例如，从墨西哥的帝王蝶到尼泊尔的野生动植物保护，它们之间几乎没有什么联系。