Environmental Education Research, Vol. 8, No. 2, 2002 ‘Your View of Nature is Not Mine!’: learning about pluralism in the classroom SUSANNE LIJMBACH Applied Philosophy Group, Wageningen University, the Netherlands MARJAN MARGADANT-VAN ARCKEN Centre for Science and Mathematics Education, Utrecht University, the Netherlands C. S. A. (KRIS) VAN KOPPEN Environmental Policy Group, Wageningen University, the Netherlands ARJEN E. J. WALS Communication and Innovation Studies Group, Wageningen University, the Netherlands SUMMARY This paper describes a multidisciplinary action research project that aimed to develop a theoretical framework and four exemplary teaching modules for elementary and secondary school that promote a pluralistic view on nature. In a 2-year study, researchers from three disciplines (pedagogy, sociology and philosophy) collaborated with curriculum developers and textbook authors. This paper presents the theoretical frame- work that was developed during the project. The teaching modules are described, and one of the modules is delineated. Finally, the results are discussed. Introduction Responsible decision-making in a pluralistic society requires that individuals are capable of living and interacting with people and groups of people who think and act differently. In environmental education, pluralism implies a shift from teaching people the ‘right’ attitude, knowledge and skills required for the protection of nature and the environment towards teaching people to reect on these issues, discuss them with others, and develop collective perspectives that transcend individual behaviour. This shift is in line with views that stress the pedagogical, emancipatory dimensions of environmental education. Pluralistic and emancipatory approaches to environmental education are gaining ground in ISSN 1350-4622 print; 1469-5871 online/02/020121-15 Ó 2002 Taylor & Francis Ltd DOI: 10.1080/13504620220128202