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Environmental Identity and Natural Resources: A Dialogical Learning Process

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The Hague University of Applied Sciences, Johanna Westerdijkplein 75, The Hague 2521 EN, The Netherlands
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Master of Arts Integrated Studies, Athabasca University, 1 University Drive, Athabasca, AB T9S 3A3, Canada
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Institute Cultural Anthropology and Development Sociology, Faculty Social and Behavioural Sciences, Leiden University, Wassenaarseweg 52, Leiden 2300 RB, The Netherlands
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Author to whom correspondence should be addressed.
Academic Editor: Antonio A. R. Ioris
Resources 2016, 5(1), 11; https://doi.org/10.3390/resources5010011
Received: 30 October 2015 / Revised: 29 January 2016 / Accepted: 14 February 2016 / Published: 25 February 2016
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. View Full-Text
Keywords: dialogical learning; dialogical self theory; environmental education; environmental identity; new environmental paradigm dialogical learning; dialogical self theory; environmental education; environmental identity; new environmental paradigm
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Meijers, F.; Lengelle, R.; Kopnina, H. Environmental Identity and Natural Resources: A Dialogical Learning Process. Resources 2016, 5, 11.

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