Michael Bonnett
Biographic Data
| ID | 5239253 |
|---|---|
| NAME | Michael Bonnett |
| GIVEN NAMES | Michael |
| FAMILY NAME | Bonnett |
| SIGNATURE | BONNETT M |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-2038-2435 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Education for a fragile future
Contextualizing climate change education: Taking nature seriously
This paper argues that a proper response to the onset of potentially catastrophic human-induced climate change requires an understanding that is both broader and deeper than that which frequently informs current policies and that focusses on technological solutions and some behaviour modification. Such a technologically orientated response is seen as standing in danger of reinforcing what are argued to be the key underlying causes of anthropogeni…
Environmental consciousness, nature and the philosophy of education: Matters arising
I make responses to each of the foregoing symposium papers and take the opportunity to clarify and to elaborate some of the key ideas that come up for discussion. In particular, the distinction between science and the kind of scientism that I take to pervade quotidian society at large is amplified, as is the character of the phenomenological approach that I take. I explore the significance of humility as a virtue that is central to environmental …
Environmental consciousness, nature, and the philosophy of education: Some key themes
This essay outlines some of the key themes and ideas developed in in the above title. These include: the influence of scientism and a "metaphysics of mastery" in late modern times; a phenomenology of nature that focusses on the native "occurring" of things in nature; the development of a notion of environmental consciousness in which sustainability is integral; an exploration of what might be involved in ecologizing education
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
After postmodernism: Retuning to the real
After postmodernism: retuning to the real." Educational Philosophy and Theory, 50(14), pp. 1308–1309
Environmental Consciousness, Sustainability, and the Character of Philosophy of Education
This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other a…
Normalizing catastrophe: Sustainability and scientism
Making an adequate response to our deteriorating environmental situation is a matter of ever increasing urgency. It is argued that a central obstacle to achieving this is the way that scientism has become normalized in our thinking about environmental issues. This is taken to reflect on an underlying ‘metaphysics of mastery’ that vitiates proper engagement with the natural environment, in particular, by subverting sensitivity to its own normative…
Education and Selfhood: A Phenomenological Investigation
Journal Article Education and Selfhood: A Phenomenological Investigation Get access Michael Bonnett Michael Bonnett Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK Correspondence: Michael Bonnett, Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. Also at: Department …
Systemic Wisdom, The ‘Selving’ of Nature, and Knowledge Transformation: Education for the ‘Greater Whole’
Lost in Space? Education and the Concept of Nature
Education for Sustainability as a Frame of Mind
This article will review some problems with taking the notion of sustainable development, as a policy , as the touchstone of environmental education and will explore some central strands to understanding sustainability as a frame of mind . It will be argued that at the heart of this interpretation of sustainability lies the notion of a right relationship with nature which both conditions our attitudes towards the environment and our sense of our …
Environmental Concern and the Metaphysics of Education
We are only beginning to understand the significance of the issues which our environmental situation raises, and their implications for philosophy of education have yet to receive the depth of consideration they merit. This paper argues that certain strands of environmental concern invite us to reconsider the metaphysical basis of education. Having identified some senses in which education is properly construed as metaphysical, it explores questi…
Environmental Education and Beyond
The effect of human activity on the environment is rightly a matter of continuing concern both in general and for education in particular. The nature and place of environmental education is here examined in the light of current debates on what constitutes a proper relationship with nature and the qualities of knowledge appropriate to understanding our environmental situation. It is argued that issues are raised which are fundamental not simply to…
New' Era Values and the Teacher-Pupil Relationship as a Form of the Poetic
This paper contrasts the model of the teacher‐pupil relationship implied by instrumental ‘new’ era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant ‘poetic’ dimension to the latter in which the learner's own engagement with things i…
New’ ERA values and the teacher‐pupil relationship as a form of the poetic
This paper contrasts the model of the teacher‐pupil relationship implied by instrumental ‘new’ era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant ‘poetic’ dimension to the latter in which the learner's own engagement with things i…
Teaching Thinking, and the Sanctity of Content
Journal Article Teaching Thinking, and the Sanctity of Content Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 29, Issue 3, November 1995, Pages 295–309, https://doi.org/10.1111/j.1467-9752.1995.tb00362.x Published: 30 May 2006
Authenticity and Learning
Education in a Destitute Time[1]: (A Heideggarian approach to the problem of education in the age of modern technology)
Reply to David Bridges
Journal Article Reply to David Bridges Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 13, Issue 1, July 1979, Pages 165–168, https://doi.org/10.1111/j.1467-9752.1979.tb00532.x Published: 30 May 2006
Authenticity and Education
Journal Article Authenticity and Education Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 12, Issue 1, July 1978, Pages 51–61, https://doi.org/10.1111/j.1467-9752.1978.tb00503.x Published: 30 May 2006
Education for Sustainability as a Frame of Mind
This article will review some problems with taking the notion of sustainable development, as a policy , as the touchstone of environmental education and will explore some central strands to understanding sustainability as a frame of mind . It will be argued that at the heart of this interpretation of sustainability lies the notion of a right relationship with nature which both conditions our attitudes towards the environment and our sense of our …
Environmental Concern and the Metaphysics of Education
We are only beginning to understand the significance of the issues which our environmental situation raises, and their implications for philosophy of education have yet to receive the depth of consideration they merit. This paper argues that certain strands of environmental concern invite us to reconsider the metaphysical basis of education. Having identified some senses in which education is properly construed as metaphysical, it explores questi…
Normalizing catastrophe: Sustainability and scientism
Making an adequate response to our deteriorating environmental situation is a matter of ever increasing urgency. It is argued that a central obstacle to achieving this is the way that scientism has become normalized in our thinking about environmental issues. This is taken to reflect on an underlying ‘metaphysics of mastery’ that vitiates proper engagement with the natural environment, in particular, by subverting sensitivity to its own normative…
Environmental consciousness, nature, and the philosophy of education: Some key themes
This essay outlines some of the key themes and ideas developed in in the above title. These include: the influence of scientism and a "metaphysics of mastery" in late modern times; a phenomenology of nature that focusses on the native "occurring" of things in nature; the development of a notion of environmental consciousness in which sustainability is integral; an exploration of what might be involved in ecologizing education
Education and Selfhood: A Phenomenological Investigation
Journal Article Education and Selfhood: A Phenomenological Investigation Get access Michael Bonnett Michael Bonnett Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK Correspondence: Michael Bonnett, Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. Also at: Department …
Authenticity and Education
Journal Article Authenticity and Education Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 12, Issue 1, July 1978, Pages 51–61, https://doi.org/10.1111/j.1467-9752.1978.tb00503.x Published: 30 May 2006
Environmental Consciousness, Sustainability, and the Character of Philosophy of Education
This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other a…
Teaching Thinking, and the Sanctity of Content
Journal Article Teaching Thinking, and the Sanctity of Content Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 29, Issue 3, November 1995, Pages 295–309, https://doi.org/10.1111/j.1467-9752.1995.tb00362.x Published: 30 May 2006
Lost in Space? Education and the Concept of Nature
Education in a Destitute Time[1]: (A Heideggarian approach to the problem of education in the age of modern technology)
Environmental Education and Beyond
The effect of human activity on the environment is rightly a matter of continuing concern both in general and for education in particular. The nature and place of environmental education is here examined in the light of current debates on what constitutes a proper relationship with nature and the qualities of knowledge appropriate to understanding our environmental situation. It is argued that issues are raised which are fundamental not simply to…
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
After postmodernism: Retuning to the real
After postmodernism: retuning to the real." Educational Philosophy and Theory, 50(14), pp. 1308–1309
Systemic Wisdom, The ‘Selving’ of Nature, and Knowledge Transformation: Education for the ‘Greater Whole’
Authenticity and Education
Journal Article Authenticity and Education Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 12, Issue 1, July 1978, Pages 51–61, https://doi.org/10.1111/j.1467-9752.1978.tb00503.x Published: 30 May 2006
Reply to David Bridges
Journal Article Reply to David Bridges Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 13, Issue 1, July 1979, Pages 165–168, https://doi.org/10.1111/j.1467-9752.1979.tb00532.x Published: 30 May 2006
Education in a Destitute Time[1]: (A Heideggarian approach to the problem of education in the age of modern technology)
Authenticity and Learning
Teaching Thinking, and the Sanctity of Content
Journal Article Teaching Thinking, and the Sanctity of Content Get access Michael Bonnett Michael Bonnett Correspondence: Michael Bonnett, Homerton College, Cambridge CB2 2PH, UK Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 29, Issue 3, November 1995, Pages 295–309, https://doi.org/10.1111/j.1467-9752.1995.tb00362.x Published: 30 May 2006
New' Era Values and the Teacher-Pupil Relationship as a Form of the Poetic
This paper contrasts the model of the teacher‐pupil relationship implied by instrumental ‘new’ era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant ‘poetic’ dimension to the latter in which the learner's own engagement with things i…
New’ ERA values and the teacher‐pupil relationship as a form of the poetic
This paper contrasts the model of the teacher‐pupil relationship implied by instrumental ‘new’ era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant ‘poetic’ dimension to the latter in which the learner's own engagement with things i…
Environmental Education and Beyond
The effect of human activity on the environment is rightly a matter of continuing concern both in general and for education in particular. The nature and place of environmental education is here examined in the light of current debates on what constitutes a proper relationship with nature and the qualities of knowledge appropriate to understanding our environmental situation. It is argued that issues are raised which are fundamental not simply to…
Environmental Concern and the Metaphysics of Education
We are only beginning to understand the significance of the issues which our environmental situation raises, and their implications for philosophy of education have yet to receive the depth of consideration they merit. This paper argues that certain strands of environmental concern invite us to reconsider the metaphysical basis of education. Having identified some senses in which education is properly construed as metaphysical, it explores questi…
Education for Sustainability as a Frame of Mind
This article will review some problems with taking the notion of sustainable development, as a policy , as the touchstone of environmental education and will explore some central strands to understanding sustainability as a frame of mind . It will be argued that at the heart of this interpretation of sustainability lies the notion of a right relationship with nature which both conditions our attitudes towards the environment and our sense of our …
Lost in Space? Education and the Concept of Nature
Education and Selfhood: A Phenomenological Investigation
Journal Article Education and Selfhood: A Phenomenological Investigation Get access Michael Bonnett Michael Bonnett Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK Correspondence: Michael Bonnett, Department of Educational Foundations and Policy Studies, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK. Also at: Department …
Systemic Wisdom, The ‘Selving’ of Nature, and Knowledge Transformation: Education for the ‘Greater Whole’
Normalizing catastrophe: Sustainability and scientism
Making an adequate response to our deteriorating environmental situation is a matter of ever increasing urgency. It is argued that a central obstacle to achieving this is the way that scientism has become normalized in our thinking about environmental issues. This is taken to reflect on an underlying ‘metaphysics of mastery’ that vitiates proper engagement with the natural environment, in particular, by subverting sensitivity to its own normative…
Environmental Consciousness, Sustainability, and the Character of Philosophy of Education
This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other a…
After postmodernism: Retuning to the real
After postmodernism: retuning to the real." Educational Philosophy and Theory, 50(14), pp. 1308–1309
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
Environmental consciousness, nature, and the philosophy of education: Some key themes
This essay outlines some of the key themes and ideas developed in in the above title. These include: the influence of scientism and a "metaphysics of mastery" in late modern times; a phenomenology of nature that focusses on the native "occurring" of things in nature; the development of a notion of environmental consciousness in which sustainability is integral; an exploration of what might be involved in ecologizing education
Environmental consciousness, nature and the philosophy of education: Matters arising
I make responses to each of the foregoing symposium papers and take the opportunity to clarify and to elaborate some of the key ideas that come up for discussion. In particular, the distinction between science and the kind of scientism that I take to pervade quotidian society at large is amplified, as is the character of the phenomenological approach that I take. I explore the significance of humility as a virtue that is central to environmental …
Contextualizing climate change education: Taking nature seriously
This paper argues that a proper response to the onset of potentially catastrophic human-induced climate change requires an understanding that is both broader and deeper than that which frequently informs current policies and that focusses on technological solutions and some behaviour modification. Such a technologically orientated response is seen as standing in danger of reinforcing what are argued to be the key underlying causes of anthropogeni…
Education for a fragile future
Sociology (20 works) · Philosophy (16 works) · Epistemology (14 works) · Pedagogy (12 works) · Philosophy (12 works) · Political science (12 works) · Environmental ethics (11 works) · Higher education (10 works) · Law (10 works) · Philosophy of education (10 works)