Nature gives and nature takes: A qualitative comparison between Canadian and German children about their concepts of 'nature'

Abstract

As concerns of the Earth heading towards environmental change is gaining more prominence, this article will introduce a pilot study intended to investigate the common ideas children have about nature and how such ideas emerge within a philosophical community of inquiry. We are particularly interested in a cultural comparison between German and Canadian children in order to see if cultural developments influence how children understand and feel about nature. This pilot study contributes towards a greater understanding of underlying cultural differences of perceptions of nature within children. The intent of this study was to investigate how from an early age, children form a relationship with nature, and the effect nature can have on children's relationships with themselves, others, and their environment. Furthermore, the process of philosophical inquiry may lend sensitivity to how children reflect and feel as they grow in today's culture focused on environmental sustainability and economic development. Although previous research has explored children's conceptualization of nature, a qualitative approach through the Philosophy for Children paradigm has not been implemented before this study. This study focuses on 16 Canadian children aged 9 to 13 years and 12 German children whose ages ranged from 7 to 15 years to illustrate how specific preconceived notions of nature can shape our individuality and connection to wider human and ecological relationships.