[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597420-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597420-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","an-invitation-to-dialogue-gadamer-hermeneutic-phenomenology-and-critical-environmental-education","An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education","","This paper invites readers to co-produce meaning by engaging Gadamerian philosophy and hermeneutic phenomenology as a research frame for critical environmental education. It grounds understanding in dialogue, where cognition emerges from time and place and meaning arises through lived experience. The study explores how five high school teachers made sense of, and engaged with, critical environmental education. The author shares the frame’s nature, limitations, and possibilities based on the experience of applying it.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-invitation-to-dialogue-gadamer-hermeneutic-phenomenology-and-critical-environmental-education/597420/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-invitation-to-dialogue-gadamer-hermeneutic-phenomenology-and-critical-environmental-education/597420.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the author invite readers to do in this paper?","Question",{"text":63,"@type":64},"The author invites readers to join in personal dialogue with the text and co-produce meaning through a dialogical form of textual understanding.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper connect hermeneutic phenomenology to environmental education research?",{"text":68,"@type":64},"It treats meaning as emerging through dialogue grounded in lived experiences shaped by a particular time and place, then uses this frame to study teachers’ engagement with critical environmental education.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the research focus regarding critical environmental education?",{"text":72,"@type":64},"The research examines how critical environmental education may be understood within educational cultures influenced by Western philosophies, globalization, and empirical-analytic scientific thought, emphasizing lived experience, underlying assumptions, and hidden contradictions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597420,1792192879,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education  \nAli Sammel, University of Regina, Canada  \nAbstract  \nThis paper invites you, the reader, to co-produce meaning around thepossibilities 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 schoolteachers made sense of, and engaged with, critical environmental education.  \nThis 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.  \nRésumé  \nCet article invite le lecteur à découvrir avec l’auteur une signification dans ce que les possibilités et les limites de la philosophie gadamérienne et laphénoménologie herméneutique réservent à la recherche en matière d’ERE.  \nLa philosophie gadamérienne et laphénoménologie herméneutique sont fondées sur l’idée que les gens trouvent un sens (l’aspect herméneutique) des expériences vécues (l’aspect phénoménologique) au moyen du dialogue à partir d’une perspective où la cognition est un produit d’un moment et d’un lieu particuliers. À ce titre, cette philosophie a solidement étayé un travail de recherche axée sur la compréhension de l’éducation critique relative à l’environnement qu’ont cinq enseignants du secondaire ainsi que leur engagement à cet égard. Cette étude a découlé de ma conviction que les perceptions et les pratiques des enseignants ont été marginalisées, exclues ou oubliées dans les narrations théoriques de l’éducation critique relative à l’environnement. Dans cet article, je partagerai les expériences de mon engagement à l’égard de la philosophie gadamérienne et de laphénoménologie herméneutique et je présenterai ce que je pense être la nature, les limites et les possibilités de ce cadre de recherche.  \nCanadian Journal of Environmental Education, 8, Spring 2003 155  \nThe Invitation  \nThis paper is an invitation for you to join in personal dialogue with this text. As I will be focusing on what Gadamerian philosophy and hermeneutic phenomenology offered to my research, I encourage you to enter into what Gadamer describes as a dialogical form of textual understanding. It is hoped that you, the reader, will participate in this dialogue, for an understanding of what hermeneutic phenomenology means to environmental education is not locked within the next few pages of this journal, lurking just beyond your current experiences (like so many other things you want or need to read, but never seem to have the time) . No, this paper does not represent the treasure chest of fixed meanings waiting to be sorted out by the savvy decipher, with the intention of using a keen eye (and a good dose of caffeine) to fully reconstructing its meaning. For as Gadamer would maintain, the author’s intended meaning frees itself for new relationships of meaning each time it is read. Therefore, this text does not represent the expression of just one meaning, intended by me, the author, but rather it is hoped that meaning will ultimately emerge from the interactions between the personal expressions of my interplay with Gadamer’s work and your willingness to engage. So based on Gadamer’s insistence that attempting to reproduce meaning is futile, I start this paper with the offer that you co-produce meaning with me. I hope you accept.  \nThe Introduction ","cbCair93PnNK36gN","https://ap.wps.com/l/cbCair93PnNK36gN","pdf",142671,14,"English","# Abstract\n# The Invitation\n# The Introduction\n## Research aims and scope\n## Defining critical environmental education\n# Coming to the Research","[{\"question\":\"What does the author invite readers to do in this paper?\",\"answer\":\"The author invites readers to join in personal dialogue with the text and co-produce meaning through a dialogical form of textual understanding.\"},{\"question\":\"How does the paper connect hermeneutic phenomenology to environmental education research?\",\"answer\":\"It treats meaning as emerging through dialogue grounded in lived experiences shaped by a particular time and place, then uses this frame to study teachers’ engagement with critical environmental education.\"},{\"question\":\"What is the research focus regarding critical environmental education?\",\"answer\":\"The research examines how critical environmental education may be understood within educational cultures influenced by Western philosophies, globalization, and empirical-analytic scientific thought, emphasizing lived experience, underlying assumptions, and hidden contradictions.\"}]","An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education | PDF",1792084979,35]