This book takes readers on a journey that is part storytelling, part academic analysis, and part spiritual exploration. The authors identify the climate emergency as a breakdown in spiritual consciousness which fails to recognize our deep interconnection with Nature. To meet this crisis of spirit, Storying Our Relationship with Nature serves as a guide for transforming ourselves and our lives through story and highlights the importance of social and emotional aspects of environmental education.

The authors introduce the philosophical and historical foundations of our objectification of Nature as a commodity and describe the effect this view has on our lives. They detail a path forward through storytelling, contemplative practice, Eastern philosophy, and the transformative power of education. Throughout the book, reflective activities provide a space for the reader to personalize their learning, leading the reader towards the book’s central message: once we learn to consciously re-story our relationship with Nature, we can transform our cultural narrative of fatalism and greed into one of love, determination, and possibility, helping us move towards a sustainable future.

This book can let educators at all levels help students see themselves as part of nature and create a new story that can heal the planet. -- John P. Miller, Professor of Curriculum, Teaching and Learning, University of Toronto, Canada
Fiore and Lin masterfully unpack the needs, possibilities, and challenges of teaching through students and teachers’ powerful storytelling to counter anti-environmentalism - sharing and reimagining (i.e., restorying) their pasts, presents, and possible futures with Nature. Through socio-philosophical theorizing, richly told examples, and in-class exercises, this book is truly essential for any environmental educator. -- Greg William Misiaszek, Associate Professor at the Institute of Education Theories, Beijing Normal University, China
This is a conversation between friends challenging you to reflect on your connection to the environment and the issues being faced and to begin the (re)storying process focused on love. The reflection exercises are powerful and help begin this internal process. This is an area of environmental education that is often overlooked. -- Kelly Jay Smith, Doctoral Candidate in Environmental and Sustainability Education, University of Arizona, USA

Amanda Fiore is a doctoral candidate in International Education Policy at the University of Maryland, USA, and Boren Fellow (Taiwan, 2021). Her research interests include storytelling, contemplative education, power and privilege in global and local contexts, English as an international language, and creative approaches to academic writing.

Jing Lin is Harold R. W. Benjamin Professor of International Education at the University of Maryland, USA. She is author or editor of 14 books including Contemplative Pedagogies for Transformative Teaching, Learning, and Being (2019).