The future of biodiversity lies not just in the strategies and mechanisms by which ecosystems and species are practically best protected from anthropogenic pressures. It lies also, and perhaps foremost, in the many billions of decisions that people make that, intentionally or otherwise, shape their impact on nature and the conservation policies and interventions that are implemented. Personalised ecology – the set of direct sensory interactions that each of us has with nature – is one important consideration in understanding the decisions that people make. Indeed, it has long been argued that people’s personalised ecologies have powerful implications, as captured in such concepts as biophilia, extinction of experience and shifting baselines. In this paper, we briefly review the connections between personalised ecology and the future of biodiversity, and the ways in which personalised ecologies might usefully be enhanced to improve that future.

The research presented in this paper explores a novel method for assessing the effects of biophilic restorative experiences on designers’ cognition by combining the use of physiological, neurocognitive and semantic measures. A total of 12 engineering graduate students participated in a three-step pilot experiment that consisted of (1) a stressor (the Trier Social Stress Test), (2) a destressing intervention (biophilic sound experience), and (3) a design task. Heart rate variability (HRV) was used to track subjects’ autonomic nervous system (ANS) activity. Functional near-infrared spectroscopy (fNIRS) was used to track patterns of brain activation in subjects’ prefrontal cortex (PFC). Changes in design quality were assessed by the semantic space they explored, measured through a natural language processing (NLP) technique. Preliminary findings suggest that an auditory biophilic restorative experience can change designers’ bodies, brains, and minds. Results from this pilot study encourage further exploration of the use of exposure to nature-based stimuli as a method to help enhance engineering design cognition.

In environmental education research (EER), love is revered as a way to heal or mend the human relationship with nature. However, this interpretation of love rests in a humanist paradigm that considers nonhuman nature as external to the human being. To this end, love has generally been considered as an outward emotion, towards nature, and is less considered an inner movement, towards the human as nature. We were interested in exploring this conceptualisation of nature and love of/as nature and question: Is there potential to locate the concept of love in EER through different theoretical positions to explore the possibilities for its (re)conceptualisation? We aim to stretch academic thinking to (re)consider love through identifying where our own research in environmental education has involved love through the intersection of our journeys at the Australian Association of Environmental Education Research Symposium workshop. In response to the context of this workshop, which explored the concept of diffraction as described by Barad, we have chosen to adopt a diffractive analysis as the methodology to analyse our theoretical perspectives of love in EER. We explore the word love in this article using diffraction to understand the relationality of human and nonhuman nature through our research interests in Steiner, ecosomaesthetics and biophilia. This process cracked our theoretical silos to more openly consider: Where is the love in EER?

An effective educational framework is necessary to develop the engagement of children and adults with nature. Here we show how the tools for thinking framework can be applied to this end. The tools comprise 13 sensory-based cognitive skills that form the basis for formalized expressions of knowledge and understanding in the sciences and arts. These skills are explicitly taught in some curricula. We review evidence of specific tools for thinking in the self-reported thinking processes and influential childhood experiences of prominent biologists, conservationists and naturalists. Tools such as imaging, abstracting, pattern recognition, dimensional thinking, empathizing, modelling and synthesizing play key roles in practical ecology, biogeography and animal behaviour studies and in environmental education. Ethnographic evidence shows that people engage with nature by using many of the same tools for thinking. These tools can be applied in conservation education programmes at all levels by actively emphasizing the role of the tools in developing understanding, and using them to design effective educational initiatives and assess existing environmental education.

Some conservation finance strategies feature taxes on nature's benign, and arguably educational, uses. This applies to a recent proposal to extract payment from producers of nature films and also to past efforts to raise entrance fees to protected areas. We argue that, as they are currently formulated, it is misleading to label these proposals as payments for environmental service schemes, as they lack voluntary and conditional payments. Rather, they are a form of taxation. Such revenue-seeking measures may prove to be short-sighted. They will raise prices and curtail the demand for those environmental services that embody some element of education, thus reducing public exposure to nature. This could diminish public awareness, curb people's biophilia and devalue Nature's ‘existence values’. This drive for more conservation cash income in the short term could undermine a broad, long-term societal basis for conservation and its future financing.

Many individuals and societies are no longer connected to the more-than-human world in such a way as to ensure a sustainable future. As such connection has diminished, environmental challenges have multiplied and influences for estrangement intensified. I review the importance of direct, intimate encounter with places and organisms on the attitudes of the young, as well as the significance of biophilia. The result of the loss of contact and subsequent alienation is the Extinction of Experience: an inexorable cycle of disconnection, apathy, and progressive depletion. I describe an effort to demonstrate this effect. Small, humble habitats, especially in urban settings, can be as important as big reserves in awakening biophilia. Biophobia, abetted by the loss of such habitats, the rise of the virtual in place of actual experience, economic inequalities, and overpopulation, further feeds the downward spiral of extinction and disaffection. The climate of global corporate growth that now prevails is inimical to sustainability, as is the current state of ecological illiteracy. Radical change is therefore necessary to address both economic disparity, in the direction of minimal ownership rather than maximum consumerism, and educational reform that places nature at the centre rather than the margin of the curriculum. I present a six-point programme, called Nature Matrix, for an alternative social and ethical paradigm. Rather than a pragmatic plan for the near future, Nature Matrix is a model for essential, incremental change, a dream whose eventual adoption may enhance chances for reconnection and for ecological survival itself: at present, a deeply uncertain prospect.

Visions of nature are the subject of much philosophical and policy debate. The present paper focuses, however, on the visions of nature held by people not professionally involved in the issue, namely those of the general public. These visions constitute the democratic basis of environmental conservation and the frame for effective two-way communication between professionals and communities on nature protection and management. It appears that the general public in Europe and the USA has developed a strong general ‘biophilia’ (nature-friendliness). One indicator of this is that in quantitative research, 70–90% of the population recognize the right of nature to exist even if not useful to humans in any way. In qualitative research settings, lay people reveal a remarkable richness and depth of views and experiences of nature. A quantitative survey on images and values of nature, and a qualitative study consisting of in-depth interviews on the relationship between childhood experiences in nature and adult visions of nature were conducted in the Netherlands. A factor analysis revealed a classification of types of nature, which included ‘wild nature’, ‘arcadian nature’, ‘penetrative nature’ and other such images that, with wild nature in the lead, were ascribed a smoothly decreasing degree of naturalness. Asked to rank the values and functions of nature, the top three were formed by the value for human health, the intrinsic value and the value for future generations. In the qualitative interviews, indications were found that more intense childhood experiences with nature could be associated with later ascription of a high degree of naturalness to wild nature, and less intense experiences with later ascription of a high degree of naturalness to arcadian nature. Many significant experiences took place beyond the reach of parental supervision. Findings such as these are of obvious relevance for environmental education and the design of ‘experiential nature’ in and around protected areas. Social science research concerning nature protection is often triggered by frictions between local people and protected area authorities. Such situations tend to be dominated by the airing of grievances, demands for economic compensation and so on, and these then also tend to dominate the research findings. Taking place away from these specific hot spots of conflict, social science research of the types discussed in this paper shows that many non-conflictual lines of communication are open for nature protection agencies.