Arguing for a renewed view of objects and nature, Ethical Responses to Nature’s Call considers how it is possible to understand our ethical duties - in the form of ethical intuitionalism - to nature and the planet by listening to and releasing ourselves over to the call or address of nature. Blending several strands of philosophical thought, such as Graham Harman’s Object-Oriented Ontology, W. D. Ross’s prima fathics, Alphonso Lingis’s phenomenological ethics traceable to The Imperative, and Michael Bonnett’s ecophilosophy, this book offers a unique rejoinder to the problems and issues that continue to haunt humans’ relationship to nature. The origins of such problems and issues largely remain obscured from view due to the oppressive influence of the "Cultural Framework" which gives form and structure to the ways we understand, discourse on, and comport ourselves in relation to the natural world. Through understanding this "Cultural Framework" we also come to know the responses we continue to offer in answer to nature’s call and address, and are then in a position to analyze and assess those responses in terms of their potential ethical weight. Such a phenomenon is made possible through the descriptive-and-interpretive method of eco-phenomenology. This renewed vision of the human-and-nature provides direction for our interaction with and behavior toward nature in such a way that the ethical insight offers a diagnosis and provides a potentially compelling prescriptive for environmental ills.

This book explores alternative ways of understanding our environmental situation by challenging the Western view of nature as purely a resource for humans. Environmental Consciousness, Nature and the Philosophy of Education asserts that we need to retrieve a thinking that expresses a different relationship with nature: one that celebrates nature's otherness and is attuned to its intrinsic integrity, agency, normativity and worth. Through such receptivity to nature's address we can develop a sense of our own being-in-nature that provides a positive orientation towards the problems we now face. Michael Bonnett argues that this reframing and rethinking of our place in nature has fundamental implications for education as a whole, questioning the idea of human "stewardship" of nature and developing the idea of moral education in a world of alterity and non-rational agents. Drawing on and revising work published by the author over the last 15 years, this book will be essential reading for students and scholars of environmental studies, environmental education, and the philosophy of education.

Romantic Anti-capitalism and Nature examines the deep connections between the romantic rebellion against modernity and ecological concern with modern threats to nature. The chapters deal with expressions of romantic culture from a wide variety of different areas: travel writing, painting, utopian vision, cultural studies, political philosophy, and activist socio-political writing. The authors discuss a highly diverse group of figures - William Bartram, Thomas Cole, William Morris, Walter Benjamin, Raymond Williams, and Naomi Klein - from the late eighteenth to the early twenty-first century. They are rooted individually in English, American, and German cultures, but share a common perspective: the romantic protest against modern bourgeois civilisation and its destruction of the natural environment. Although a rich ecocritical literature has developed since the 1990s, particularly in the United States and Britain, that addresses many aspects of ecology and its intersection with romanticism, they almost exclusively focus on literature, and define romanticism as a limited literary period of the late eighteenth and early nineteenth centuries. This study is one of the first to suggest a much broader view of the romantic relation to ecological discourse and representation, covering a range of cultural creations and viewing romanticism as a cultural critique, or protest against capitalist-industrialist modernity in the name of past, pre-modern, or pre-capitalist values. This book will be of great interest to students and scholars of ecology, romanticism, and the history of capitalism.

Adopts ecological theory to critique, confront, and suggest solutions for contemporary cultural problems.

Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

Playing on the various meanings of Seeing Through God, John Llewelyn explores the act of looking in the wake of the death of the transcendent God of metaphysics. Taking up strategies developed by the Western sciences for seeing and observing, he finds that the so-called tough-minded practices of the physical sciences are very much at home with the so-called tender-minded practices of Eastern religions. Instead of opposing East and West, Llewelyn thinks that blending these spheres leads to a better understanding of aesthetic experience and imagination. In this blending, he presents a phenomenological description of the imagination and the ethical and religious dimensions of the act of imagining. Seeing Through God touches on themes of salvation, the preservation of the environment, and the role of God in our temptation to dishonor the earth. This unique book presents Llewelyn as one of the leading interpreters of the environmental phenomenology movement.

Indonesia’s wealth of natural resources is being exploited at breakneck speed, and environmental awareness and knowledge among the populace is limited. This book examines how young people learn about the environment to see how education can help to develop environmental awareness and avert vast environmental destruction, not only in Indonesia, but also in the Global South more generally. Based on in-depth studies conducted in the cities of Yogyakarta and Surabaya, complemented with surveys of students in secondary schools, Environmental Education in Indonesia examines educational curricula, pedagogy and "green" activities to reveal what is currently being done in schools to educate children about the environment. The book investigates the shortcomings in environment education, including underqualified teachers, the civil service mentality, the still-pervasive chalk-and-talk pedagogy and the effect of the examination system. It also analyses the role of local government in supporting (or not) environmental education, and the contribution of environmental NGOs. The book establishes that young people are not currently being exposed to effective environmental education, and the authors propose that the best and most culturally appropriate way forward in Indonesia is to frame pro-environment behaviour and responsibility as a form of citizenship, and specifically that environmental education should be taught as a separate subject. This book will be of great interest to students and scholars of contemporary Indonesia and Southeast Asia, education for sustainability and environmental education, as well as sustainability and sustainable development more generally.