ABSTRACT

At the heart of our current environmental predicament lies the issue of our relationship with nature. Michael Bonnett’s educational rehabilitation of nature, which might be called a ‘metaphysical’ turn in nature-related issues, brings us back to the core question of educational-philosophical thinking: how we are to understand ourselves and our relation to the world. In this paper, by confronting his environmental philosophy of education with what John McDowell, in his debate with Hubert Dreyfus, terms the ‘pervasiveness thesis’ – that conceptual rationality in a relevant sense pervades human lives – I try to offer an analytical supplement to the notion Bonnett entertains: that a phenomenological project to ‘retrieve’ nature and ‘ecologise’ education can have massive implications for the character of philosophy of education and the whole enterprise of education. I also argue a confluence of their nature-related ideas adds an educational nuance to the traditional picture of human beings as rational animals.

摘要

我们当前环境困境的核心在于我们与自然的关系问题。Michael Bonnett 对自然的教育康复，可以被称为自然相关问题的“形而上学”转向，将我们带回到教育哲学思考的核心问题：我们如何理解自己以及我们与世界的关系。在这篇论文中，通过将他的环境教育哲学与约翰麦克道威尔在他与休伯特德雷福斯的辩论中所说的“普遍性论点”——相关意义上的概念理性渗透到人类生活——我试图提供一个分析性的补充概念 Bonnett 娱乐：一个“恢复”自然和“生态化”教育的现象学项目可以对教育哲学的特征和整个教育事业产生巨大的影响。我还认为，他们与自然相关的思想的融合为人类作为理性动物的传统图景增添了教育的细微差别。