David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Human Studies 28 (2):157 - 171 (2005)
In this work I search for elements that contribute to the development of the ethical dimension of environmental education. I start with the existence of what C.A. Bowers calls “areas of silence” in the curriculum in both schools and universities. The reason for this silence, I argue, is to be found in the Cartesian conceptual structures of curricula. I suggest that the works of Bacon, Galileo and Descartes provoke a twofold process that I have termed the forgetting of tradition and objectification of nature. As a corrective to this process, I explore the possibilities that the philosophical hermeneutics of Hans-Georg Gadamer opens for rehabilitation of tradition and de-objectification of nature. I work with the concept of the “dignity of things” present in Greek dialectics: that nature is not simply a projection of mind (as the neo-Kantians claim), but something that thought suffers. In my conclusions I argue that for nature to be reinserted into almost all areas of knowledge it is necessary that we respect “the otherness of nature.”.
|Keywords||education environment Brazil Gadamer Hans-Georg|
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References found in this work BETA
Martin Buber (1970). I and Thou. New York,Scribner.
C. A. Bowers & Dj Flinders (forthcoming). Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture. Thought: A Journal of Philosophy.
Hans Georg Gadamer, Dieter Misgeld & Graeme Nicholson (1992). Hans-Georg Gadamer on Education, Poetry, and History Applied Hermeneutics. Monograph Collection (Matt - Pseudo).
C. Preston (1999). Environment and Belief: The Importance of Place in the Construction of Knowledge. Ethics and the Environment 4 (2):211-218.
David E. Linge (ed.) (1976). Philosophical Hermeneutics. Monograph Collection (Matt - Pseudo).
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