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.

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.

The focus of environmental ethics should indeed be on the virtues and how these inform our relationship to natural environments.

How people make gardens is bound to reflect a way of experiencing the natural world, while at the same time this experience of nature is bound to reflect a culture - ways of painting nature, for example, or representing nature in literature, or of course making gardens.

To describe this world is not to describe reality 'in itself', as it is independently of how we regard and describe it.

The main objection to the 'scientistic' claim that physics describes the world as it is in itself is that you 'can't weed out' the human contribution. That is, the scientific image of the world, like any other, is indelibly shaped by our interests, practices and prejudices.

One thing that attracts me in Daoism and Heidegger is a delicate combination of recognizing deep differences between human being and any other kind of being, and a desire, nevertheless, to cultivate an intimacy with animals, trees, mountains and so on.