Environmental Identity and Natural Resources: A Dialogical Learning Process

Frans Meijers,Helen Kopnina,Reinekke Lengelle

doi:10.3390/resources5010011

Frans Meijers, Helen Kopnina + Show 1 more

Open Access

https://doi.org/10.3390/resources5010011

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Abstract

In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning.

Highlights

In discussions of how to develop a more sustainable relationship with the environment, natural resources’ values are often seen as key [1]
Pro-environmental behavior is the result of a process in which students need to take personal ownership of the issues they work on, choose personally significant goals and integrate action for the common good into their sense of identity
Critical pedagogy of Paul Freire is relevant to the conception of learning as a dialogical process between self and nature, noting that “the ‘banking’ concept of education,” in which knowledge is deposited in student receptacles, regards people as manageable beings, and the teacher is the sole distributor of knowledge

Summary

Introduction

In discussions of how to develop a more sustainable relationship with the environment, natural resources’ values are often seen as key [1]. Their research among students studying the environment at university shows that students want to be seen as “concerned environmentalists”, but at the same time resist the sort of categorization that “forces them into a religion” In other words, they want to be seen as members of the pro-environmentalist movement, but in a way that makes room for individual expression and personal experience. Pro-environmental behavior is the result of a process in which students need to take personal ownership of the issues they work on, choose personally significant goals and integrate action for the common good into their sense of identity. Critical pedagogy of Paul Freire is relevant to the conception of learning as a dialogical process between self and nature, noting that “the ‘banking’ concept of education,” in which knowledge is deposited in student receptacles, regards people as manageable beings, and the teacher is the sole distributor of knowledge. We conclude with some remarks about the current school climate, which hitherto leaves little room for a dialogue that would foster identity learning

Three Types of Learning

Emotions and “Felt” Dilemmas

Dialogical Self Theory

A Learning Process in Four Stages

Characteristics of a Good Dialogue Aiming at Identity Formation

Do Schools Have Room for a Good Dialogue?