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ERIC Number: EJ881755
Record Type: Journal
Publication Date: 2003
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1205-5352
An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education
Sammel, Ali
Canadian Journal of Environmental Education, v8 n1 p155-168 2003
This paper invites you, the reader, to co-produce meaning around the possibilities and limitations of what Gadamerian philosophy and hermeneutic phenomenology holds for environmental education research. Gadamerian philosophy and hermeneutic phenomenology is founded on the idea that people make meaning (the hermeneutic aspect) of lived experiences (the phenomenological aspect) through dialogue from a perspective where cognition is a product of a particular time and place. As such, this philosophy provided a solid foundation for a study which researched how five high school teachers made sense of, and engaged with, critical environmental education. This study evolved out of my belief that teachers' perceptions and practices have been marginalized, excluded, or forgotten in theoretical narratives of critical environmental education. In this paper I will share my experiences engaging with Gadamerian philosophy and hermeneutic phenomenology and introduce what I found to be the nature, limitations and possibilities of this research frame.
Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A