60 61 Frame I _ Challenges and turning points in modern education Modern education systems have long been built around the transmission of knowledge. Yet, as digitalization and urbanization advance, children’s opportunities to interact with nature have dramatically diminished. The simple experiences of playing in the parks or by the rivers, or encountering insects and plants, are vanishing. Consequently, nature is increasingly recognized only as information within textbooks, and an unconscious separation arises: the notion that nature and I are different. This separation breeds indifference and a passive attitude toward environmental issues. Although ecological crises are closely tied to our everyday lives, many children cannot feel this connection. While Education for Sustainable Development (ESD) has been widely promoted, much of it still treats the environment as something external, as a target for protection. Nature Positive Education differs fundamentally in that: it abandons the stance of humans managing nature, and instead embraces the stance of learning and recovering together with nature. Teachers and students are equally part of nature, and the learning process itself becomes an act of ecological restoration. Planting seeds, observing local ecosystems, and taking action to protect living creatures cease to be mere assignments; they become ways of living. This approach signals a shift from knowledge-centered to experience-centered education. Knowledge aids understanding, but it is emotion and empathy that inspire action. Nature Positive Education unites scientific understanding with emotional connection – a continuous learning model that moves from knowing, to feeling, to acting. Moreover, this education is both local and global. Protecting nature in one’s community is inseparable from conserving biodiversity on a planetary scale. Children learn that caring for the living beings around them is the first step toward protecting ecosystems far beyond their borders. Education must therefore foster an understanding of this global chain of interdependence: the very essence of the Nature Positive era. Ultimately, the goal of education is to guide children from seeing themselves as separate from nature to recognizing themselves as part of the Earth’s living system. Without this transformation, no policy or technology can sustain genuine behavioral change. Nature Positive Education places the foundation of progress not in policy, but in the renewal of the human heart, making it a central paradigm of 21st-century learning. Frame II _ The meaning of nurturing children as Earth Savers Nurturing children as Earth Savers is the practical symbol of our Nature Positive Education at Class Earth. Earth Savers are not merely people who protect the environment: they are active participants in regenerating nature and living in harmony with the planet. What matters most here is not the acquisition of knowledge, but the integration of experience and emotion. By sowing seeds, growing plants, and observing insects with their own hands, children begin to sense nature’s cycles as part of their own inner life. Through such experiences, they come to see nature not as something to be protected, but as a companion that breathes with them. This realization forms the foundation for future action. Earth Saver Education rests on three pillars: knowledge, empathy, and social action. Knowledge enables understanding of the world’s realities; empathy provides intrinsic motivation; and social action connects learning to society. When these elements interact, children develop a consciousness of themselves as part of the Earth. This education emphasizes a chain reaction, the idea that small actions influence the whole. For example, children learn through experience that switching to biomass power at home or participating in local clean-up activities can contribute to ecosystem conservation and CO ² reduction. They realize that their actions are part of an invisible but powerful global flow, becoming active learners who act rather than merely observe. Earth Saver Education is also founded on community collaboration. Environmental stewardship cannot be confined within schools. Families, local communities, governments, and corporations must work together to expand children’s learning environments – through tree-planting projects with local farmers, corporate programs on regenerative materials, and municipal nature observation events. Society as a whole must become a field of learning. Children raised as Earth Savers begin to view global challenges not as someone else’s problem, but as the responsibility of their own generation. Through a kind of education that integrates knowledge, emotion, and action, they grow into leaders of a future society. The ultimate goal of Nature Positive Education is to cultivate nextgeneration citizens who think globally and act locally. This model is not a distant ideal; it is already being realized. Schools are incorporating biodiversity and renewable energy into inquiry-based learning. Community-led conservation efforts are expanding, and networks connecting companies, NGOs, and governments are laying the foundation for large-scale Earth Saver development. Most importantly, education must be redefined from teaching, to learning together. Teachers and parents are learners alongside children in the presence of nature. Shared, intergenerational experiences deepen the sense of co-existence. The essence of Nature Positive Education lies not in the transmission of knowledge, but in a chain of empathy that transforms society.
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