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  • An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology and Critical Environmental Education

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    Author(s)
    Sammel, Ali
    Griffith University Author(s)
    Sammel, Alison J.
    Year published
    2003
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    Abstract
    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 ...
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    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.
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    Journal Title
    Canadian Journal of Environmental Education
    Volume
    8
    Issue
    1
    Publisher URI
    https://cjee.lakeheadu.ca/article/view/244
    Copyright Statement
    © 2003 The Canadian Journal of Environmental Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/32403
    Collection
    • Journal articles

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