In the problematics of our own human construction with and within the world, the latter term is often reduced to only two dimensions: the inner psychic/psychological world as an individual subject, and the immediate social/societal world as a subject member of various collectives. However, in doing so, a third world is overlooked, yet essential to the development of the previous two, as they cannot be constructed without it: the world of nature. Various perspectives can be considered to address this absence, especially in the 1 era of the Anthropocene. Taking into account this third world (which will outlive us) can help us reflect on our commitment, our search for meaning, and our understanding of our needs. It is likely for this reason that certain educational approaches like "schools in nature," which systematize learning situations conducted in natural environments, are rapidly expanding. Understanding and establishing both individual and collective connections with nature, as a non-human environment that benefits the human environment, is essential. The consideration of these connections is currently underway, with theoretical frameworks and even integration into educational curricula. Some movements in the realm of progressive education, particularly the modern school movement, have embraced this concept. We will conceptualize these ideas using the work and theories of Pierre Weil (France, Brazil), who presents Nature as a third element in complex interaction with the individual and society. Subsequently, we will explore what "environmental education" can contribute to the construction of a subject, no longer limited to a dual relationship with others but approached in at least a tripartite manner, involving society and nature. We will explore, from a transdisciplinary approach, the extent to which human consciousness allows us to understand the interweaving, complexity, fragility, and evolution of life in its multiple forms, and how we can benefit from it in our own construction.