In 2003 John Fien presented an argument for environmental education to encompass deep and wide caring for human and nonhuman nature (Fien, 2003). His philosophical discussion of care outlined work by Nel Noddings (1984; 1992). In this paper I continue that project by indicating how Noddings' work provides signposts for environmental educators to think about their students' relationships with the nonhuman natural world. I argue that one consequence of Noddings' conception of care is that advocacy for considering humans to be a part of nature might be counterproductive to developing a student's capacity to understand a caring relationship with nature. In conclusion I draw on the structure of a care ethic to suggest practical implications for environmental education and the development of a relational self.
