Dirk Willem Postma was born on 21 August 1973 in Gorredijk, the Netherlands. After completing his secondary education in 1990 he studied at Teacher Training College for Primary Education in Drachten. Having obtained his teaching qualification in 1994 he moved to Groningen to study Philosophy and History of Education at the Department of Education of the State University of Groningen, where he graduated in 1997. During his college days he participated in several environmental organisations and local pressure groups. From 1999 to the end of 2004 he worked as a PhD-student at the Institutes of Philosophy and History of Education of the Radboud University of Nijmegen, the Netherlands, and the Catholic University of Leuven, Belgium. His study deals with the ethical and politico-philosophical dimensions of environmental responsibility and education. Dirk Willem Postma was editor of Vernieuwing (Reform), a progressive magazine for education and teaching from 1998 until 2005. Since spring 2005 he works as editor for SWP Publishers, a Dutch publishing house of books and magazines in the field of education, youth care, social work and humanism. As such, he is editor of the educational magazine Pedagogiek in Praktijk (Education in Practice).

What is it that inspires us humans tot take responsibility for our involvement with the natural environment? And how do we familiarise children with practices of environmental responsibility? These questions are at the heart of this book, resulting from a comprehensive inquiry into the ethical and politico-philosophical dimensions of environmental education. Two sources of inspiration and responsibility are discussed in particular. First, as citizens of a civil society, inspiration stems from our commitment to the continuation of the collective practices in which we are already engaged. Second, inspiration emerges from our sensual-aesthetic acquaintanceship with the natural surroundings in the course of our everyday activities. This study concludes that there is insufficient room for these sources of inspiration and responsibility within the prevailing framework of Education for Sustainable Development (ESD). An alternative view on the nature and purpose of environmental education is put forward in light of these shortcomings. This view aims to retrieve an existential human sense of care for our natural environment, beyond the narrowly defined appeals made on behalf of future generations, as well as beyond the romantic appeals made on behalf of the intrinsic sovereignty of nature.