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Socio-Ecological Formations of Nature's Others: A Response

The process of researching ‘Children's conceptions of nature’ was spontaneous — a story in itself! Having taught in Victorian primary schools in the 1970s, after 15 years in teacher education in the university sector, I felt it was important to ‘return’ to the classroom — to walk the talk! Each Friday afternoon for an hour or so, I met with Year 6 children to ‘chat’. In the mid-1990s, ‘philosophy for children’ was emerging. My doctoral, completed in the early 1990s, focused on philosophies of education and environmental ethics. We chatted a lot in class — about anything. One puzzled kid asked, ‘Where does space start and finish?’ Another, ‘Are not running spikes a way to enhance sport performance?’