Considerations arising in the context of burgeoning concerns about the environment can provoke an exploration of issues that have significance both for environmental education in particular and education more generally. Notions of the ‘greater whole’ and ‘systemic wisdom’ that feature in some strands of environmental discourse are a case in point. It is argued that interpretations of these notions arising in currently influential scientific and systems thinking understandings of nature that attempt to overcome a corrosive separation of humankind and nature through a dilution or dismissal of the distinction between the human and non-human, self and other, require critical evaluation if they are not to bring their own dangers. Merleau-Pontian understandings of object constitution in a subjectively informed life-world and ideas of the ‘selving’ of natural things are drawn upon in developing a non-discursively grounded interpretation of systemic wisdom. The latter is taken to raise questions that have considerable transformative potential for conventional views of knowledge and its curriculum organisation.
Keywords Nature  Systems thinking  Systemic wisdom  Self  Life-world  Knowledge
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Reprint years 2009
DOI 10.1007/s11217-008-9109-z
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References found in this work BETA

Retrieving Nature: Education for a Post-Humanist Age.Michael Bonnett - 2003 - Journal of Philosophy of Education 37 (4):549-730.
Lost in Space? Education and the Concept of Nature.Michael Bonnett - 2004 - Studies in Philosophy and Education 23 (2/3):117-130.

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Citations of this work BETA

White Paper Concerning Philosophy of Education and Environment.Chloe Humphreys & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):243-264.
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Education and Selfhood: A Phenomenological Investigation.Michael Bonnett - 2009 - Journal of Philosophy of Education 43 (3):357-370.
The Significance of Myth for Environmental Education.Matthew R. Farrelly - 2019 - Journal of Philosophy of Education 53 (1):127-144.
Educational Relationships: Rousseau, Wollstonecraft and Social Justice.Morwenna Griffiths - 2014 - Journal of Philosophy of Education 48 (2):339-354.

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