Description: Schnack, Jensen and Reid explore issues in environmental concern and the nature and transformation of knowledge in democratic, liberal education. They examine:the tradition of linking nature and nation within environmental philosophies (e.g. Romanticism) and point to the problematics of this in late modern society;anthropocentric and deep ecological perspectives on nature-culture dialectics, and questions of ethical and pedagogical coherence, and tensions between conventional discipline-based knowledge construction and holistic and interdisciplinary approaches to environmental knowledge. Methodology: The papers will adopt a philosophical approach to the issues identified, drawing particularly on conceptual analysis and forms of evidence and analysis developed in the phenomenological and hermeneutic traditions of philosophising. Conclusions: The papers will draw out some key ways in which the enterprise of taking nature seriously as a subject of knowing, understanding, and respect both challenges many approaches to knowledge embedded in conventional environmental education and also in the curriculum as a whole. It will suggest ways of thinking and of knowledge generation that overcome the limitations identified in these conventional approaches and that point to the desirability of different ways of conceiving the character and organisation of knowledge.