Since the early modern era, the modern project of education has been closely associated with another modernist project, namely the clear distinction between a purportedly unchangeable ‘nature’, on the one hand, and a historically conceived, changing society, on the other. An exploration of the history of education may reveal that this clear-cut separation has been constantly challenged and undermined by hybrid phenomena and networks between these two realms. Nature has classically been a contentious subject within educational thinking, yet nature has not only been a point of reference for ideas and theories, but for educational practices as well. The European Enlightenment repositioned nature as a determining arena and the backdrop for educational practices.

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