Open AccessShould we connect children to nature in the Anthropocene?
Author(s) -
Larson Brendon M. H.,
Fischer Bob,
Clayton Susan
Publication year - 2022
Publication title -
people and nature
Language(s) - English
Resource type - Journals
ISSN - 2575-8314
DOI - 10.1002/pan3.10267
Subject(s) - anthropocene , environmental ethics , context (archaeology) , meaning (existential) , natural (archaeology) , grief , value (mathematics) , natural disaster , sociology , epistemology , psychology , history , geography , psychotherapist , philosophy , archaeology , machine learning , meteorology , computer science
To most conservationists and many parents, it seems obvious that it is a good thing to teach children to value the natural world. Not only does connection with nature support their development and well‐being, but it also supports ongoing efforts by humans to sustain the natural world. However, there are incontrovertible trends towards a diminution of the state of nature as a consequence of human activities. In this context, as a thought experiment, we address a rather grim question: Should we still encourage children to be connected to nature, to care for it and be concerned about it? We first consider the meaning of connection to nature in the Anthropocene, and then turn to a consideration of several ethical dimensions of this problem, including the potential trade‐off between well‐known health benefits of time in nature and the long‐term psychological impacts of loss of nature (e.g., ecological grief and solastalgia). While there is no simple answer to our question, our analysis does highlight underappreciated ethical dilemmas of the Anthropocene as well as the value of the local, urban forms of nature to which children around the world are increasingly exposed and engaging with in unprecedented ways. A free Plain Language Summary can be found within the Supporting Information of this article.