In this chapter I seek to understand the links between ethical and aesthetic teaching, and learning tools in education concerning sustainability from a phenomenological perspective. Focusing on the phenomenological concepts of being-in-the-world, self-experience, horizon and object, I discuss how to engage teachers and pupils in environmental issues from a holistic point of view. Aesthetic educational methods based on ethical issues and environmental awareness may provide such holistic learning opportunities. Participation and involvement in such teaching and learning contexts might create a shift in perspective to bring plants to the forefront and thus challenge plant blindness.
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↑ https://link.springer.com/chapter/10.1007/978-3-319-49010-6_6