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Environmental Identity and Natural Resources: A Dialogical Learning Process

Author

Listed:
  • Frans Meijers

    (The Hague University of Applied Sciences, Johanna Westerdijkplein 75, The Hague 2521 EN, The Netherlands)

  • Reinekke Lengelle

    (The Hague University of Applied Sciences, Johanna Westerdijkplein 75, The Hague 2521 EN, The Netherlands
    Master of Arts Integrated Studies, Athabasca University, 1 University Drive, Athabasca, AB T9S 3A3, Canada)

  • Helen Kopnina

    (The Hague University of Applied Sciences, Johanna Westerdijkplein 75, The Hague 2521 EN, The Netherlands
    Institute Cultural Anthropology and Development Sociology, Faculty Social and Behavioural Sciences, Leiden University, Wassenaarseweg 52, Leiden 2300 RB, The Netherlands)

Abstract

In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning.

Suggested Citation

  • Frans Meijers & Reinekke Lengelle & Helen Kopnina, 2016. "Environmental Identity and Natural Resources: A Dialogical Learning Process," Resources, MDPI, vol. 5(1), pages 1-16, February.
    • Handle: RePEc:gam:jresou:v:5:y:2016:i:1:p:11-:d:64435
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    References listed on IDEAS

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    1. Herbert A. Simon, 1955. "A Behavioral Model of Rational Choice," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 69(1), pages 99-118.
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