Recognizing the valuable role nature plays in human development as well as humans' responsibility toward the earth is critically important when considering how to transform education for the betterment of the individual and society. In this article, the author views nature as a force or phenomenon of the metaphysical world. As such, she suggests that there is an interrelatedness between all parts of the natural world; that it is in constant movement, flux, and adaptation; and that it is living and non-living and concurrently observable and unobservable. She goes on to suggest that children benefit from being in nature, not as a panacea for all ills, but rather as a situated, complex location that varies across lived experiences. While discussing nature pedagogy, she also notes that the simple process of noticing, seeing, selecting, holding, and then making or eating completes a learning cycle that is missing from many children's lives. She concludes that nature pedagogy embraces the tangible and intangible. Ultimately, it guides one to develop a way of living, thinking, and being with the natural world that is sustainable. "Forest School and Nature-Based Education: An Exploration into 'Home' (Marlene Power and Petra Eperjesi) is included at the end of this article.