Environmental Identity and Natural Resources: A Dialogical Learning Process

Meijers, Frans, Lengelle, Reinekke and Kopnina, Helen (2016) Environmental Identity and Natural Resources: A Dialogical Learning Process. Resources, 5 (1). p. 11. ISSN 2079-9276

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Official URL: https://doi.org/10.3390/resources5010011


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.

Item Type: Article
Uncontrolled Keywords: Dialogical learning, Dialogical self theory, Environmental education, Environmental identity, New environmental paradigm
Subjects: F800 Physical and Terrestrial Geographical and Environmental Sciences
N200 Management studies
Department: Faculties > Business and Law > Newcastle Business School
Depositing User: Rachel Branson
Date Deposited: 17 Nov 2021 16:13
Last Modified: 17 Nov 2021 16:15
URI: http://nrl.northumbria.ac.uk/id/eprint/47768

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