This article discusses the way humans value nature, with a focus on the way they value nature aesthetically. Of particular interest are the values of children and adolescents and the role of aesthetics in scientific studies. The discussion is based on philosophical writings, especially aesthetic sources, and current environmental education empirical research. Our aim is to show the necessity the science lessons have of an unambiguous aesthetic dimension. With flexible teaching methods that partly take place outdoor, the students' own values (...) and aesthetic experiences become a prompting starting point for understanding humankind’s role in nature. (shrink)

One questioned premiss in the indispensability argument of Quine and Putnam is confirmational holism. In this paper I argue for a weakened form of holism, and thus a strengthened version of the ind ..