本研究以「M. Bonnett環境教育思想研究」為主題，主要研究目的有四：（一）探討Bonnett對於「自然」概念的詮釋；（二）深究Bonnett如何闡述人與自然的關係；（三）闡明Bonnett的環境倫理主張；（四）分析Bonnett於環境教育實踐議題上的論述。為達上述目的，本研究採用理論分析法和詮釋學方法，對Bonnett在環境教育方面的專著與論文進行蒐集、研讀、分析、詮釋等動作，以求掌握Bonnett環境哲學思想及其環境教育論述之要義。
根據前述目的，研究結果可分三方面加以說明。首先，討論環境倫理及環境教育議題，應該回到「自然」這個概念之上，進行形上層面的反思。Bonnett依據自然概念的歷史脈絡和日常用法，並參照M. Heidegger的思想，給予自然最根本的定義為「自我生成」（self-arising），即不經人手自我形成之意。自我生成的自然也構成了原初的實在，自然的概念存於人類深層的感覺和經驗當中。於是，自然本身的「自然性」，使其具備相對於工具性價值的，固有之內在價值。在認識論上，自然亦有其神秘難解的一面，不是人類認知可以窮盡的。
其次，依循對於自然的正確理解，論述人與自然之關係及環境倫理議題。Bonnett的環境倫理學立場調和人類中心和生態中心主義，他認為人類中心主義將人與自然截然二分的看法固然有所缺失，生態中心主義完全抹除人類特殊性的論點，也有其矛盾而應受批判。Bonnett認為，唯有承認人類意識的特殊地位，才能認定自然的內在價值，以「可接受-可感受」（receptive-responsive）的態度面對自然。人類的「棲居」（dwelling）是種居存於世上的方式，認識到天、地、人、神四不相分的「四重性」（fourfold），並以大地守護者的角色自居。
最後，則是環境教育上的論述。「永續性」（sustainability）是環境教育常被提及的概念，然而Bonnett直指此一概念在語義上、倫理上、及認識論上的爭議，以此為環境教育指引是件危險的事。因此，永續性不應只是政策，而應該是深層的心智架構（frame of mind）。依此，環境教育以養成永續的心智架構為首要目的。環境教育在課程上，不應太偏向科學，也應重視文學、藝術的陶冶價值；在教學上，鼓勵教師形塑開放對話的氣氛，讓學生從形上層面思考環境問題的根本因由。

The topic of this thesis is “A Study of M. Bennett’s Thinking on Environmental Education.” The aims of this thesis are: (1) to investigate Bennett’s interpretation of the concept of “nature”; (2) to expound the human-nature relationship in Bennett’s view; (3) to illuminate Bennett’s environmental ethics theory; (4) and to analysis Bennett’s thought on practical issues in environmental education. In order to achieve the above aims, this study adopts theory analysis and hermeneutic methods for the purpose of compiling, examining, analyzing, and interpreting Bennett’s essays and thesis on environmental education, with the final goal of understanding the essential points of Bennett’s environmental philosophy and environmental education theory.
The conclusions drawn from this study can be explained in three parts. First, according to Bonnett, investigating the concept of “nature” metaphysically is an important step when talking about environmental ethics and environmental education issues. By referring to the concept of nature in history and ordinary language, and referring to M. Heidegger’s philosophical thought, the basic definition of “nature” in Bennett’s view is “self-arising”, it means that natural things are aroused by themselves and independent of the human-hand. Nature as self-arising does constitute our primordial reality, the concept of nature is embedded in our deep sense and experience. Therefore, “naturalness” is the basis of nature’s inherent value. In terms of epistemology, some aspects of nature are mysterious, they cannot be fully known through science.
Second, Bennett’s thought emphasizes searching for the correct relationship between humankind and nature, and also discussing issues of environmental ethics. The position of Bennett’s environmental ethics theory mediates on the deviation between anthropocentrism and ecocentrism. In anthropocentrism’s view, there is a great gap between human and nature, that’s a serious defeat of this theory, but Bonnett argues that we cannot deny the special position of human in the cosmos. Therefore, we should admit that only human consciousness can recognize the inherent value of nature and take a “receptive-responsive” attitude toward nature. The concept of “dwelling” means the manner in which mortals are on the earth, recognizing the “fourfold” aspect of earth, sky, divinities, and mortals being the preservers of the planet.
Finally, Bonnett discusses environmental education. “Sustainability’ is an important concept of environmental education and so many people talk about it. However, Bonnett argues that sustainability is not a clear and distinct concept. There are semantic, ethical, and epistemological problems surrounding it, and using this vague concept for policy direction is very dangerous. Therefore, sustainability is not only a policy; it is a frame of mind. According to Bonnett, the main purpose of environmental education is to develop this frame of mind in the learner. The curriculum of environmental education should not put too much emphasis on science, themes from literature and art are also important environmental education topics. The instruction of environmental education should form an open discussion milieu and allow students to investigate the cause of environmental problems from a metaphysical view.

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