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Analogies are treated as results of developmental processes in which human subjectivity is only one element, woven back into contextual relations and affinities across cultures. The article argues analogies create and sustain ideas, identities, and relationships, proposing educator practices to renew analogical repertoires and support more organic interactions with all relations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/drawing-analogies-in-environmental-education-paper/596607/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/drawing-analogies-in-environmental-education-paper/596607.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper describe the function of analogy in environmental education?","Question",{"text":112,"@type":113},"It frames analogy as something that creates and perpetuates ideas, identities, and relationships, enabling further engagement through renewed relational patterns.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem do environmental educators need practices to address?",{"text":117,"@type":113},"The paper focuses on an illusory sense of dislocation produced by dichotomizing frameworks, arguing educators must help reintegrate identity back into the world.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the paper propose replacing dualism with a mystical unification?",{"text":121,"@type":113},"No. It rejects simply replacing duality with mystical unity, emphasizing that differentiation and related relational capacities still matter and can be reconfigured.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596607,1792171825,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Drawing Analogies in Environmental Education  \nRamsey Affifi, University of Toronto, Canada  \nAbstract  \nReconsidering the origin, process, and outcomes of analogy-making suggests practices for environmental educators who strive to disengage humans from the isolating illusions of dichotomizing frameworks. We can view analogies as outcomes of developmental processes within which human subjectivity is but an element, threading our sense of self back into its constitutive contexts, and into possible affinity with kinship practices of the world’s diverse cultures. The article suggests that analogies create and perpetuate not only ideas and identities but relationships, and that what we surround ourselves with becomes the basis for engaging in and forming further relationships. I invite educators to consider practices (here I explore just one) that repopulate our analogical repertoire, that we may have more organic and vitalizing interactions with all our relations.  \nRésumé  \nReconsidérer l’origine, le processus et les résultats de la construction d’analogies suggèrent de nouvelles pratiques pour les éducateurs en environnement désireux de détacher l’humain des illusions produitespar les cadres dichotomiques. On peut considérer l’analogie comme le résultat d’un processus développemental au sein duquel la subjectivité humaine n’est qu’un élément, tissant notre perception du soiet le contexte qui la constitue, ainsi qu’avec certaines affinités possibles avec les pratiques des réseaux familiaux de diverses cultures mondiales. Cet article suggère que l’analogie crée et perpétue non seulement des idées et des identités mais aussides relations; ce qui nous entoure devient la base pour un engagement à former d’autres relations. J’invite les éducateurs et éducatrices à envisager des pratiques, au-delà de celles explorées dans cet article, qui enrichissent notre répertoire analogique et ainsi permettent des interactions plus organiques et revitalisantes avec tout notre entourage.  \nKeywords: analogy, anthropomorphism, dualism, kinship, cybernetics  \nIntroduction  \nThose who suffer an illusory sense of dislocation need practices that can reintegrate their sense of identity back into the world. Until the stories we live are consonant with our larger ecologies, we will continue to elaborate structures grounded in error—order disordering what are otherwise generally integrative systems. Environmental educators have the task of imagining pedagogies to heal this dislocation, notably among them those that sanction the infamous  \n80 Canadian Journal of Environmental Education, 19, 2014  \nCartesian dualisms. Success depends on finding convincing alternative frameworks and effective de-dichotomizing practices for others, and to be sure, for ourselves.  \nOppositional thinking establishes ontological clefts in our metaphysics and therefore our perception by overemphasizing differences in phenomena while understating similarities. Antipodal fracture facilitates certain types of political relationships and technologies, but only by separating humans from the very possibility of contributing to the more general cohering tendency that underlies the emergence of differentiation and meaning in the cosmos. And now, on the tail-end of modernism, science itself is revealing that indigenous people the world over were right all along to cultivate practices that resist alienation. The relatively tight integration of “internal” parts constituting the “self” is mistakenly given a separate ontological status from the relations that the self is less tightly integrated into, whose constitutive role in the individuation process is attenuated or ignored entirely. Mutlilevel interactional approaches to biology, from the behaviorist accounts in developmental systems theory (Oyama, 2000; Oyama, Griffiths, & Gray, 2001) to the phenomenological approaches of enactivist cognitive science (Varela, Thompson, & Rosch, 1993) can help build a theoretical bridge out of the pitfalls","cbCaiuNOTQSCymYG","https://ap.wps.com/l/cbCaiuNOTQSCymYG","pdf",95639,14,"English","# Abstract\n# Keywords\n# Introduction\n## Dualism and ontological clefts\n## Environmental pedagogy and analogy\n## Nondualistic biological threads","[{\"question\":\"How does the paper describe the function of analogy in environmental education?\",\"answer\":\"It frames analogy as something that creates and perpetuates ideas, identities, and relationships, enabling further engagement through renewed relational patterns.\"},{\"question\":\"What problem do environmental educators need practices to address?\",\"answer\":\"The paper focuses on an illusory sense of dislocation produced by dichotomizing frameworks, arguing educators must help reintegrate identity back into the world.\"},{\"question\":\"Does the paper propose replacing dualism with a mystical unification?\",\"answer\":\"No. It rejects simply replacing duality with mystical unity, emphasizing that differentiation and related relational capacities still matter and can be reconfigured.\"}]","Drawing Analogies in Environmental Education - Paper | PDF",1792083390,35]