What impressed me about Plato and Sartre was their conviction that we should live our lives in the light of big truths about reality and human existence.

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.

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.

It's one thing to assent to propositions like 'The way of things is ineffable', and quite another to internalise what it is being gestured at by such propositions, to get a sense or feel for mystery. For me, at least, it is in and through ways of engaging with nature that this sense is intimated. These ways include being in the garden.

The question of meaning goes all the way down: if human life as a whole is meaningless, so is everything that occurs or belongs within it. Since that's not a thought it is easy to live with, there is good reason to search for life's meaning.

To recognize that you are radically free, in Sartre's sense, but then to live as if you weren't, is to live in bad faith, in denial of what you know to be true. And that's not something anyone can sensibly want to do.

I rather shared Nietzsche's conception of the kind of individual that an ideal education should be cultivating. 'Authenticity' is not Nietzsche's term, but as used by some existentialists, it nicely captures what Nietzsche admired - the resolve of an individual person to forge his or her own 'table of values', to be emancipated from strait-jacketing conventions, traditions, and ideologies. As embodied in the 'Overman', authenticity is the antidote to 'bad' nihilism.