ABSTRACT
This chapter discusses the strategy of revisiting and amplifying key aspects of the philosophical underpinnings noted previously as a prelude to considering more detailed and specific ideas for educational practice that arise from environmental concern so conceived. Furthermore, it could be said that the positioning of the individual in respect of the world is apposite not just in the context of environmental education, but also in the context of learning more generally and in this sense represents another avenue for the ecologization of education. Hence, the nature-rich experiences lie not only at the heart of an explicitly “ecologized” education, but at the heart of education in general – which is to say that education itself is rooted in this kind of ecologization. Education for selfhood must embrace a degree of spontaneity sufficient to allow this to occur, to be celebrated, and to initialize further encounter.
