We argue that to face climate change, all education, from kindergarten to tertiary, needs to be underpinned by environmental education. Moreover, as a site of reframing, education when coupled with philosophy is a possible site of influencing societal reframing in order to re-examine our relations to nature or our natural environment. However, we contend that as philosophy has been largely absent from curricula, it is vital to redress this issue. Further, the environment cannot be viewed simply as subject matter for study but, reconceptualised in the Indigenous sense as Place. Only in this way can we overcome the human-nature divide. We conclude that educators must look for what Plumwood calls ‘experiences that do not fit the dominant story’ to disrupt an important link in the chain of climate change by developing ‘traitorous identities’ able to challenge the dominant culture.

中文翻译：

---

反思地方：作为非殖民化的环境教育

我们认为，面对气候变化，从幼儿园到高等教育的所有教育都需要以环境教育为基础。此外，作为一个网站重构, 与哲学相结合的教育是一个可能的影响场所社会重构为了重新审视我们与自然或自然环境的关系。然而，我们认为，由于课程中基本上没有哲学，因此解决这个问题至关重要。此外，环境不能简单地被视为研究的主题，而是在土著意义上重新概念化为场所。只有这样，我们才能克服人与自然的鸿沟。我们得出的结论是，教育工作者必须寻找普拉姆伍德所说的“不符合主流故事的经验”，通过培养能够挑战主流文化的“叛逆身份”来破坏气候变化链条中的一个重要环节。