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Outcomes are presented as conceptualisations: humans and non-humans share common processes of origin, while humans can become alienated from nature. A third value-based category includes awareness-, life-, ecosystem-, and God’s purpose-based views, plus an aesthetic-experience conceptualisation and an instrumental therapeutic value. Results support integrating students’ ecophilosophies into environmental education instruction.",{"@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/engaging-students-eco-philosophies-in-research-and-teaching/597190/",{"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/engaging-students-eco-philosophies-in-research-and-teaching/597190.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the student teachers’ interview probes in this paper?","Question",{"text":112,"@type":113},"The probes examine the relationship of humans to the non-human natural world and how student teachers conceptualise human-environment relationships.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the study outcomes organised?",{"text":117,"@type":113},"Outcomes are presented as conceptualisations, including shared origins between humans and non-humans, alienation from nature, value-based categories (awareness, life, ecosystem, God’s purpose), aesthetic experience, and therapeutic instrumental value.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods and contexts were used for the interviews?",{"text":121,"@type":113},"Qualitative methods were used, with multiple interviews conducted with student teachers early in their teacher education programme, including data sets spanning 1992 and 1993.","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},597190,1792172026,{"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":24,"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},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Engaging Students’ Eco-Philosophies in Research and Teaching  \nAlistair Robertson, University of British Columbia, Canada  \nAbstract  \nThis paper interprets student teachers’ responses to openended interview probes concerning the relationship of humans to the non-human natural world, complementing outcomes presented earlier (Robertson, 1993) . Outcomes arepresented as conceptualisations: humans and nonhumans sharing common processes of origin, and humans becoming alienated from nature. A third category describes four intrinsic value-based conceptualisations: awareness-, life-, ecosystem-, and God’s purpose-based, followed by an inherent value-based conceptualisation of aesthetic experience of natural settings. Finally, an instrumental conceptualisation of therapeutic value is presented. The outcomes are used to support the argument for incorporating students’ ecophilosophies within instruction in environmental education.  \nRésumé  \nCet article, qui complète des résultats présentés auparavant, interprète les réponses d’étudiants en enseignement à desentrevues semi-structurées concernant la relation des personnes avec le milieu naturel, c’est-à-dire avec les nonhumains. Les résultats sont présentés sous forme de conceptualisations: les humains et les non-humains ont vécu un processus commun d’évolution et, les humains sont aliénés de la nature. Une troisième catégorie décrit quatre conceptualisations centrées sur des valeurs intrinsèques: la prisede conscience, la vie, l’écosystème et les buts de Dieu. Uneautre conceptualisation suit au sujet de l’expérience esthétique des milieux naturels. Finalement, une autre, devaleur thérapeutique, est suggérée. Les résultatsdémontrent la pertinence de l’incorporation des idées  \nCanadian Journal of Environmental Education, 3, Spring 1998 171  \nécologiques des étudiants en éducation relative à l’environnement.  \nInsights into students’ perspectives on environment and humannature relationships have much potential to inform our practice as environmental educators, yet few authors attach much significance to the relevance of students’ pre-instructional beliefs (although see Cobern, 1993; Colloquium Participants, 1996; Wals, 1992) . Qualitative research methods are well-suited to explore how students might conceptualise human-environment relationships (Robertson, 1994a), and this paper presents outcomes of such a research approach, in this case, multiple interviews conducted with student teachers in the early stages of their teacher education programme. These outcomes complement those presented in an earlier paper (Robertson, 1993) .  \nResearch Method and Context  \nInterviews were conducted with students in the secondary schoolteacher education programme at Rhodes University, Grahamstown, South Africa. Three data sets were collected: while the first two focused on the study’s substantive interest in human-nature relationships, the third data set explored the context in which the first two sets of interviews occurred. That is:  \n• single interviews comprising Data Set \\#1 in 1992 (DS\\#1) (see Robertson 1994b for reporting of 1992 data),  \n• multiple interviews with nine other students in 1993 for a total of 49 interviews, to comprise DS\\#2, and  \n• single interviews with the DS\\#2 students conducted by an independent researcher, for DS\\#3 .  \nResearch procedures and outcomes derived from DS\\#1 alone arepresented in Robertson (1993); this paper reviews research procedures, and comments on the contribution of the third data set, before presenting outcomes of the second data set.  \nData Set \\# 3: 1993  \nA goal of the interviews was to create the conditions in which the interviewee “says what he or she means, means what he or she says, says what he or she thinks, and thinks about what he or she says”(MacDonald & Sanger, 1982, p. 181) . Throughout the research process, the primary interest was with issues and perspectives which students—not the researcher—raised in their responses to the probes. The ","cbCaiqGfehAj9CEB","https://ap.wps.com/l/cbCaiqGfehAj9CEB","pdf",186271,18,"English","# Abstract\n# Research Method and Context\n## Data sets (DS#1, DS#2, DS#3)\n# Data Set #3: 1993\n## Meta-interviews and purpose\n# Procedures of Analysis","[{\"question\":\"What is the focus of the student teachers’ interview probes in this paper?\",\"answer\":\"The probes examine the relationship of humans to the non-human natural world and how student teachers conceptualise human-environment relationships.\"},{\"question\":\"How are the study outcomes organised?\",\"answer\":\"Outcomes are presented as conceptualisations, including shared origins between humans and non-humans, alienation from nature, value-based categories (awareness, life, ecosystem, God’s purpose), aesthetic experience, and therapeutic instrumental value.\"},{\"question\":\"What methods and contexts were used for the interviews?\",\"answer\":\"Qualitative methods were used, with multiple interviews conducted with student teachers early in their teacher education programme, including data sets spanning 1992 and 1993.\"}]","Engaging Students’ Eco-Philosophies in Research and Teaching | PDF",1792084572,45]