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Argues that two related conversations—problem of empire (imperialism, colonialism, globalization) and problem of nature (intimate links with the non-human)—shape the contexts of life and learning as opposing poles on a continuum. Proposes holding “nature” and “empire” in paradox to avoid simplistic binaries and support social-ecological change.",{"@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/nature-empire-and-paradox-in-environmental-education/597496/",{"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/nature-empire-and-paradox-in-environmental-education/597496.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central paradox does the author claim environmental education can embrace?","Question",{"text":112,"@type":113},"Environmental education of any kind can deepen its theory and practice by intentionally embracing tensions between nature and empire, holding them in paradox rather than opposition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect empire to contemporary global problems?",{"text":117,"@type":113},"It frames empire through roots in imperialism and colonialism and links it to contemporary issues of globalization, emphasizing that these shape educational scope and purpose in a geopolitical context.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author argue environmental education must include re-enchantment?",{"text":121,"@type":113},"Environmental education becomes barren if it lacks re-enchantment with the wide world, encounters with others, and gratitude for embodied existence, even when the work is scientifically rigorous and politically informed.","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},597496,1792171013,{"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":34,"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":36,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Nature, Empire, and Paradox in Environmental Education David A. Greenwood, Lakehead University, Canada  \nAbstract  \nAs part of the 2009 North American Association of Environmental Education Research Symposium, this article addresses the cultural and theoretical frameworks that we bring to environmental education, the web of ideas and experiences that define the scope and purpose of the work in its geopolitical context. Originally delivered as a keynote address at the symposium, the paper highlights two necessarily related conversations within environmental education: the first concerns the problem of empire, including its roots in imperialism and colonialism, as well contemporary problems of globalization; the second concerns the problem of nature, including the need to develop intimate connections with the non-human on a planet that everywhere bares the mark of human alteration. Nature and empire are two poles on a continuum that shape the cultural and ecological contexts of life and learning. The author argues for the need to hold empire and nature not in opposition, but in paradox. Holding the tension of paradox complicates simplistic binaries, and can contribute to a stance that appreciates the relationships between seeming polarities in the intersectional work of social and ecological change.  \nRésumé  \nDans le contextedu colloque intitulé « North American Association of Environmental Education Research Symposium » de 2009, le présent article aborde les cadres culturels et théoriques que l’on intègre dans l’éducation environnementale, demême que le réseau d’idées etd’expériences qui déterminent la portée et l’objet destravaux dans ce contexte géopolitique. L’article, initialement distribué au colloque à titre de discours-programme, signale deux discussions nécessairement connexes dans le contexte de l’éducation relative à l’environnement : la première concerne le problème de l’empire, y compris ses racines dans l’impérialisme et le colonialisme, ainsi que les problèmes contemporains provenant de la mondialisation; la seconde porte sur le problème de la nature, y compris le besoin de créer des liens étroits avec l’élément non humain sur une planète où rien n’échappe à l’altération par l’être humain. La nature et l’empire constituent les deux pôles d’un continuum qui façonne les contextes culturels et écologiques de la vie et de l’apprentissage. L’auteur fait valoir le besoin de disposer l’empire et la nature non pas en opposition, mais plutôt en paradoxe. La tension du paradoxe complique les points de vuesimplistes et peut contribuer à une conception qui tient compte des relations entre apparences de polarité dans l’œuvre multidisciplinaire du changement social et écologique.  \nKeywords: environmental education, paradox, nature, empire, decolonization, reinhabitation  \nCanadian Journal of Environmental Education, 15, 2010 9  \nFor starters, I want to welcome all travelers to the Columbia River watershed. Here we are. I live some 300 miles east on the Idaho border, and the Palouse River that flows full of agricultural silt and erosion through my rural town mixes here with Portland’s urban confluences on its way to the Pacific Ocean. The mouth of the Columbia is an impressive roar of waves, marine life and history, commerce, and even today, shipwreck. Historian Richard White (1995) called the great Columbia River “the organic machine”: upriver the once wild Columbia and its many tributaries are now a mechanized and politicized system of dammed, slack-water reservoirs. The organic machine, indeed.  \nThe tension of paradox surrounds us, and it surrounds the field of environmental education: local-global; urban-rural; environment-culture; masculinefeminine; native-settler; public-private; land-property; commons-enclosure; human-more-than-human; inhabitant-refugee; social justice-ecojustice; schoolinglearning; domination-resistance; me-you; us-them; nature-empire.  \nMy thesis is a simple claim around a single paradox: environment","cbCaibuWDZ0bO7zx","https://ap.wps.com/l/cbCaibuWDZ0bO7zx","pdf",515052,16,"English","# Abstract\n# Key Argument and Thesis\n## Holding Nature and Empire in Paradox\n# Field Framework: Tensions and Binaries\n## Nature-empire Tensions\n# Opening Context: Columbia River Watershed","[{\"question\":\"What central paradox does the author claim environmental education can embrace?\",\"answer\":\"Environmental education of any kind can deepen its theory and practice by intentionally embracing tensions between nature and empire, holding them in paradox rather than opposition.\"},{\"question\":\"How does the article connect empire to contemporary global problems?\",\"answer\":\"It frames empire through roots in imperialism and colonialism and links it to contemporary issues of globalization, emphasizing that these shape educational scope and purpose in a geopolitical context.\"},{\"question\":\"Why does the author argue environmental education must include re-enchantment?\",\"answer\":\"Environmental education becomes barren if it lacks re-enchantment with the wide world, encounters with others, and gratitude for embodied existence, even when the work is scientifically rigorous and politically informed.\"}]","Nature, Empire, and Paradox in Environmental Education | PDF",1792085122]