Abstract
The first part of this article analyses key problems in the Norwegian educational system in properly dealing with the crises in the Anthropocene. The root of the problem is an epistemology where man and nature are seen as dual realities, not poles in a polarity. The second part discusses imagination in the theories of Coleridge and Tolkien. Through imagination the gap in the polarity can be bridged through the symbol, leading to a better relation to nature – where nature is seen as “an other”, not an “it”. The role this can have in education is briefly discussed in the end.
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