In environmental education research (EER), love is revered as a way to heal or mend the human relationship with nature. However, this interpretation of love rests in a humanist paradigm that considers nonhuman nature as external to the human being. To this end, love has generally been considered as an outward emotion,towards nature,and is less considered an inner movement,towards the human as nature. We were interested in exploring this conceptualisation of nature and love of/as nature and question: Is there potential to locate the concept of love in EER through different theoretical positions to explore the possibilities for its (re)conceptualisation? We aim to stretch academic thinking to (re)consider love through identifying where our own research in environmental education has involved love through the intersection of our journeys at the Australian Association of Environmental Education Research Symposium workshop. In response to the context of this workshop, which explored the concept of diffraction as described by Barad, we have chosen to adopt a diffractive analysis as the methodology to analyse our theoretical perspectives of love in EER. We explore the wordlovein this article using diffraction to understand the relationality of human and nonhuman nature through our research interests in Steiner, ecosomaesthetics and biophilia. This process cracked our theoretical silos to more openly consider: Where is the love in EER?

中文翻译：

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环境教育研究的爱在哪里？Steiner、Ecosomaesthetics 和 Biophilia 的衍射分析

在环境教育研究 (EER) 中，爱被尊崇为治愈或修复人类与自然关系的一种方式。然而，这种对爱的解释建立在一种人文主义范式中，该范式认为非人性是人类的外在。为此，爱一般被认为是一种外在的情感，走向自然，并且较少被认为是一种内在运动，以人为本. 我们有兴趣探索这种自然和爱/作为自然的概念化和问题：是否有可能通过不同的理论立场在 EER 中定位爱的概念，以探索其（重新）概念化的可能性？我们的目标是通过在澳大利亚环境教育研究协会研讨会研讨会上确定我们自己的环境教育研究在哪些方面涉及爱，从而扩展学术思维以（重新）考虑爱。本次研讨会探讨了 Barad 所描述的衍射概念，为了响应本次研讨会的背景，我们选择采用衍射分析作为方法来分析我们在 EER 中的爱情理论观点。我们探索这个词爱在这篇文章中，通过我们对施泰纳、生态美学和亲生物的研究兴趣，使用衍射来理解人类和非人类自然的关系。这个过程打破了我们的理论孤岛，更公开地思考：EER 中的爱在哪里？