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This paper outlines three pedagogical strategies used in a graduate course to disrupt the human/non-human separation: attending to discourses, offering counternarratives, and creating experiences that support diverse ways of knowing and being through readings and lectures.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-for-epistemological-difference-decentring-norms-in-environmental-studies/598678/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-for-epistemological-difference-decentring-norms-in-environmental-studies/598678.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What core problem does the paper identify in environmental education?","Question",{"text":111,"@type":112},"It argues that anthropocentrism and the socially constructed separation between humans and the more-than-human world drive ecological devastation and are often unintentionally reproduced by educational content and practices.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the author plan to disrupt the human/non-human separation in the course?",{"text":116,"@type":112},"The paper describes three approaches: attention to discourses, offering counternarratives, and providing experiences that support ways of knowing and being introduced in course readings and lectures.",{"name":118,"@type":109,"acceptedAnswer":119},"What is meant by transrational ways of knowing in the course theory?",{"text":120,"@type":112},"Transrational ways of knowing extend beyond Western rationality rather than contradict it, including intuitions, embodied knowledge, dreams, and knowledge received through tools such as a dowsing instrument.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598678,1792087375,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","18  \nTeaching for Epistemological Difference: Decentring Norms in Environmental Studies  \nM.J. Barrett  \nUniversity of Saskatchewan  \nMany environmental educators andphilosophers have identified anthropocentrism and the socially constructed separation between humans and “the more-than-human world” (Abram, 1996) as primary root causes of current ecological devastation. This separation is embedded in Western schooling content and structures and is often unintentionally reinscribed by educational content and practices. This paper describes three ways I work to disrupt this artificial separation between humans and the non-human ‘nature’ within a graduate level course: 1) attention to discourses;  \n2) offering counternarratives; and 3) provision of experiences that support ways of knowing and being introduced in course readings and class lectures.  \nIntroduction  \nM any environmental educators (e.g., Barrett,  \n2009; Bell & Russell, 2000) and philosophers (e.g., Abram, 2010; Plumwood, 2002) have identified anthropocentrism and the socially constructed separation between humans and “the more-thanhuman world”(Abram, 1996) as primary root causes of current ecological devastation. This separation is embedded in Western schooling content and structures (Gruenewauld & Smith, 2008) and is often unintentionally reinscribed by educational content and practices. This paper describes three ways I work to disrupt this artificial separation between humans  \nand the non-human ‘nature’ within a graduate level course: 1) attention to discourses; 2) offering counternarratives; and 3) provision of experiences that support ways of knowing and being introduced in course readings and class lectures. Given this context, and the fact that the course is situated in Plains Cree territory, exploration of animist perspectives were selected as central to the course.  \nThe course, entitled ENVS 811: Multiple Ways of Knowing in Environmental Decision-Making, is set in the context of an interdisciplinary graduate program in environment and sustainability at the University of Saskatchewan. It involves critical examination of human-nature relations with particular emphasis on epistemology. Students  \nare asked to analyze their own decision-making beliefs and practices in the context of multiple understandings of the world. Course objectives include: Understanding that there are multiple ways of knowing, all which are valuable to environmental decision-making, and that the higher status given to some knowledge systems over others has had significant (often negative) social, economic, and environmental effects. Students also become familiar with a range of explanations for animist and transrational knowing and appreciate the significance of engaging these in environmental decision-making from the perspective of making quality ethical decisions. They are also encouraged to practice integrating multiple ways of knowing into decision-making in both personal and professional contexts, as applicable.  \nTheory  \nMuch of the course content supports creating spaces for a range of perspective on knowledge-making and decision-making processes. This includes both rational and transrational ways of knowing. By transrational, I mean those ways of knowing that are not against or counter to, but extend beyond Western rationality (Astin, 2004) . These include unexplainable intuitions, gut feelings, sudden inspirations, embodied knowledge, dreams, nonverbal telepathic conversations with animals, and knowledge received through the use of a dowsing instrument.. Many of these ways of knowing have been central to ancient cultures around the world and are currently being brought forward in research methodologies such as dialogic inquiry (Barrett, 2011), intuitive inquiry (e.g. , Anderson & Braud, 2011), contemplative inquiry (Zajonc, 2008), some arts-based research approaches (e.g., Lipsett, 2002), and Indigenous methodologies (e.g. , Debassige, 2010; Wilson, 2008) . Unfortunately, these","cbCaikvUNTKgeSkz","https://ap.wps.com/l/cbCaikvUNTKgeSkz","pdf",759341,"English","# Introduction\n## Course context and objectives\n# Theory\n## Transrational and trans-systemic ways of knowing\n## Animism as relational ontology","[{\"question\":\"What core problem does the paper identify in environmental education?\",\"answer\":\"It argues that anthropocentrism and the socially constructed separation between humans and the more-than-human world drive ecological devastation and are often unintentionally reproduced by educational content and practices.\"},{\"question\":\"How does the author plan to disrupt the human/non-human separation in the course?\",\"answer\":\"The paper describes three approaches: attention to discourses, offering counternarratives, and providing experiences that support ways of knowing and being introduced in course readings and lectures.\"},{\"question\":\"What is meant by transrational ways of knowing in the course theory?\",\"answer\":\"Transrational ways of knowing extend beyond Western rationality rather than contradict it, including intuitions, embodied knowledge, dreams, and knowledge received through tools such as a dowsing instrument.\"}]","Teaching for Epistemological Difference - Decentring Norms in Environmental Studies | PDF",15]