Human–nature relationships in early childhood education for sustainability: Metaphysical analysis and reshaping

Abstract

Popular instructional approaches in Early Childhood Education for Sustainability (ECEfS) are co-construction learning, transformative learning and ecological learning. These rely on constructivism that could challenge human–nature relationships of ECEfS. In this study, we aim to discover and reshape human–nature relationships embedded in the approaches. To do so, we deconstruct the approaches through a metaphysical analysis with ontology, epistemology and axiology. As a result, we confirm that they are likely to view humans and nature as two separate entities. For sustainability, we distinguish an ontological view (‘N’ature) and an epistemological view (‘n’ature) and justify the distinction based on posthumanists’ concepts of non-humans and more-than-humans. We present a metaphysically reshaped human–nature relationship and argue that this new model enables teachers to critically review ‘human-made/observed natures’ and participate in the reconciliation between ‘N’ature and humanity. We also apply the model into a waste-recycle activity to clarify its potential practicality.