Thinking the Environment: The Written Epistemology of Enquiry

Phillip Payne, Kate Riddell

Abstract


A written "continuing conversation" is presented by researcher and pre-service teacher, now co-authors, about the meaning of the term "environment" as it appeared in a newly-released environmental education policy statement. This conversation responds primarily to Paul Hart's (1996) interests in the "politic of method," in particular how the writing of one's thinking is an invaluable, but often an overlooked form of professional development.
As an indicator for more comprehensive studies, this study highlights how writing plays an important role in, first, getting at the core assumptions and values of reflective teachers and researchers and, second, representing such thinking to the reader. This study concludes with a discussion of how the writing as thinking process can assist enquiries into teacher, learner, and researcher thinking.

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Copyright © Canadian Journal of Environmental Education (CJEE) ISSN 1205-5352