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The text presents core concepts and connects them to critical environmental education principles developed in Brazil. It argues that a critical dialogical perspective is needed for specific educational contexts amid non-anthropocentric critiques of language’s role in representing experience, enabling respect for nature’s otherness and new solidarities.",{"@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/philosophical-hermeneutics-and-critical-pedagogy-in-environmental-education-research-and-practice/596718/",{"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/philosophical-hermeneutics-and-critical-pedagogy-in-environmental-education-research-and-practice/596718.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding environmental education research and practice?","Question",{"text":112,"@type":113},"It articulates how Hans-Georg Gadamer’s and Paulo Freire’s work serves a significant purpose for environmental education research and practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two authors are central to the framework discussed in the text?",{"text":117,"@type":113},"The text centers on Hans-Georg Gadamer’s philosophical hermeneutics and Paulo Freire’s critical pedagogy.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article characterize the role of interpretation in environmental education research?",{"text":121,"@type":113},"It states that the role of interpretation—and representation of interpretation—is central across approaches in the field.","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},596718,1792160950,{"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":39,"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},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice  \nValéria Ghisloti Iared, Federal University of Sao Carlos, Brazil; Ariane Di Tullio, Federal University of Sao Carlos, Brazil; Phillip G. Payne, Monash University, Australia; & Haydée Torres de Oliveira, Federal University of Sao Carlos, Brazil  \nAbstract  \nThe contributions and challenges of Gadamer’s philosophical hermeneutics and Freire’s critical pedagogy to research and practice in environmental education are considered. We present the authors’ main concepts and relate them to the principles of critical environmental education that have guided our work in Brazil. Although a raft of current non-anthropocentric theories question the pivotal role of language in representing experience, our purpose is to outline a critical dialogical perspective suitable for particular education contexts. The respect for the otherness of nature implicit in this process can lead to the recognition and acceptance of our own selves and new forms of solidarity and respect for others, including nonhuman nature. Our interpretive-pedagogical approach informs some of the underlying principles or practices of the critical dimension of environmental education and its research.  \nRésumé  \nLes contributions et défis de l’herméneutique philosophique de Gadamer et dela pédagogie critique de Freire quant à la recherche et la pratique en éducation environnementale sont examinés. Nous présentons les principaux concepts deces auteurs et les associons aux principes d’éducation environnementale critique qui ont orienté nos travaux au Brésil. Bien qu’un ensemble de théories non anthropocentriques ayant actuellement cours mettent en question le rôle essentiel de la langue dans la représentation de l’expérience, notre objectif consiste àénoncer une perspective dialogique critique destinée aux contextes d’enseignement particuliers. Le respect du caractère unique de la nature inhérent à ce processus peut mener à la reconnaissance et à l’acceptation de soi-même et à de nouvelles formes de solidarité et de respect pour autrui, y compris pour la nature non humaine. Notre approche interprétative et pédagogique est à la base de certains des principes ou pratiques sous-jacents de la dimension critique de l’éducation environnementale et de la recherche dans le domaine.  \nKeywords: hermeneutics, critical pedagogy, critical environmental education, Paulo Freire, Hans-Georg Gadamer  \nCanadian Journal of Environmental Education, 20, 2015 123  \nIntroduction  \nThe aim of this study is to articulate Hans-Georg Gadamer’s and Paulo Freire’s work as fulfilling a significant purpose of environmental education research and practice. In doing so, we describe the authors’ main concepts about education and critical pedagogy that we believe satisfy a more ecological approach that is less anthropocentric and offers a more inclusive dialogue.  \nThere has been longstanding debate about environmental education being in, about, and/or for the environment. Fien’s (1993) inclusion of “for”highlighted the importance of “ideology critique” within the “knowledge interests” of the field. Robottom and Hart (1993) described three paradigms for the field of environmental education research: postpositivism, interpretivism, and critical theory. In so doing, they introduced to environmental education research the importance of ontology and epistemology being incorporated into methodological deliberation. Gough (1993) outlined how poststructuralism might influence inquiry. Payne (1999) advocated for a “humanly constructive”ontology and phenomenology of environmental education to underpin the socially critical epistemological perspective of Fien, Robottom, and others concerned about the praxis claimed by critical theorists. Russell and Hart (2003) explored the emergence of new genres of inquiry in environmental education research and highlighted transitions underway in qualitative and interpretive inquiry. Sauv","cbCaidN5JO0VLe52","https://ap.wps.com/l/cbCaidN5JO0VLe52","pdf",1198901,16,"English","# Abstract\n# Introduction\n## Purpose and key concepts\n## Debates and paradigms in environmental education research","[{\"question\":\"What is the study’s main purpose regarding environmental education research and practice?\",\"answer\":\"It articulates how Hans-Georg Gadamer’s and Paulo Freire’s work serves a significant purpose for environmental education research and practice.\"},{\"question\":\"Which two authors are central to the framework discussed in the text?\",\"answer\":\"The text centers on Hans-Georg Gadamer’s philosophical hermeneutics and Paulo Freire’s critical pedagogy.\"},{\"question\":\"How does the article characterize the role of interpretation in environmental education research?\",\"answer\":\"It states that the role of interpretation—and representation of interpretation—is central across approaches in the field.\"}]","Philosophical Hermeneutics and Critical Pedagogy in Environmental Education Research and Practice | PDF",1792083587]