The writing I have in mind and sometimes indulge in myself is concerned, not with plants, mountains or birds as items of scientific description, but with experiences of nature that impinge upon our moods and emotions, enrich our imagination and reveries, and shape our sense of how we stand in relation to the environing world. In a broad sense of the term, this kind of writing is an exercise in phenomenology, an attempt to render the significance that birds, plants or whatever have for us.

In all great civilizations, garden discourses have belonged to larger discourses about beauty, the good life, the relation of humankind to nature, and so on.

While I am happy to make the occasional foray into educational philosophy - writing, for example, of the difficulty in the contemporary context for a teacher to be 'truthful' - it is more the personal conduct of a life than social institutions that I am concerned to examine.

The dis-incumbenced stance is the one people should cultivate, we are told, once they recognize that there is no world beyond the human world. They will, indeed must, have their beliefs and values, but they will recognize that these 'lean upon' - and are answerable to - nothing other than human commitments and purposes. The only fidelity, Rorty remarked, can be to our own conventions.

I think that Asian versions of 'ineffabilism' have an advantage over the best-known Western ones, like Schopenhauer's. They are free from the dualistic image of the world of experience as the joint product of mind and reality.

Like Nietzsche's own writings on education, most of mine were relatively youthful ones. Both were inspired by a critical animus against prevailing trends in education: in Nietzsche's case, the production either of 'useless', dry-as-dust scholars or people 'useful' for the needs of an expanding industrial economy; in my case, a similar subjection of education to economic imperatives, but also to ideological obsessions, notably with promoting 'equality'.

The aim of dis-incumbence is a hubristic one, for it requires confidence in the ability of men and women to live in the belief that nothing they do can, in the end, be justified by anything. That's a belief that it is easy to proclaim in seminar rooms or pubs, but not one that people could actually live with.