Michael Bonnett has long attempted to rehabilitate the concept of nature, thereby challenging us to reconsider its profound implications for diverse educational issues. Castigating both ‘postmodern’ and ‘scientistic’ accounts of nature for failing to appreciate that nature is at once transcendent and normative, Bonnett proposes his phenomenology-inspired view of nature as the ‘self-arising’, which is bound up with the notion of ‘our experience of nature’. Despite its enormous strengths, however, Bonnett’s argument might obscure the ways in which the real issue involved in nature is addressed: the issue of our nature, which enables our experience of nature in the first place. In this paper, after reviewing Bonnett’s view of nature and considering his criticism of Richard Rorty’s assault on the reality of nature, I will try to show how the Aristotelian notion of second nature that John McDowell has reanimated can supplement Bonnett’s project and render plausible the idea that the naturalness of our sensibility is unique to human beings; through this approach, the issue of human nature can be (re)located in discussions of nature at large and, connectedly, brought again within the scope of the philosophical study of education in the present-day intellectual climate that increasingly marginalises non-scientific, intellectual endeavours. I will also briefly reflect on the relevance of the notion of second nature to Stephen Boulter’s recently proposed idea of ‘education from a biological point of view’.

中文翻译：

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我们经验中的自然：邦内特、麦克道威尔和人性哲学研究的可能性

Michael Bonnett 长期以来一直试图恢复自然的概念，从而挑战我们重新考虑它对各种教育问题的深远影响。博内特谴责“后现代”和“科学主义”对自然的解释，因为他没有意识到自然既是超然的又是规范的，他提出了他受现象学启发的将自然视为“自生”的观点，这与“我们对自然的体验”。然而，尽管博内特的论点具有巨大的优势，但它可能掩盖了解决涉及自然的真正问题的方式：我们的自然问题，它首先使我们能够体验自然。在这篇论文中，在回顾了博内特的自然观并考虑了他对理查德·罗蒂对自然现实的攻击的批评之后，我将尝试展示约翰·麦克道威尔 (John McDowell) 所复兴的亚里士多德的第二自然概念如何补充博内特的计划，并使我们的感性的自然性是人类独有的这一观点变得合理；通过这种方法，人性问题可以（重新）定位在对自然的广泛讨论中，并且相关地，在当今日益边缘化非科学的知识环境中，重新回到教育哲学研究的范围内，智力上的努力。我还将简要地思考第二天性的概念与斯蒂芬·博尔特 (Stephen Boulter) 最近提出的“从生物学角度进行教育”的想法的相关性。