TY - CHAP
T1 - Philosophical dialogue in ecoliteracy education
T2 - words for change
AU - De Schrijver, Jelle
AU - Dunlop, Lynda
A2 - McGuinn, Nicholas
A2 - Naylor, Amanda
PY - 2024/11/4
Y1 - 2024/11/4
N2 - Language arts can play a key role in responding to climate change and associated ecological crises. Language provides learners with the tools needed to listen, speak, read and write about environmental issues. Specifically dialogic skills are necessary to create, collaborate, communicate and think critically about climate change, to determine how to act most effectively in the present and to imagine more desirable futures. As language and philosophy are closely interconnected, we will explore the role that philosophical dialogue about climate and environmental issues can play in education. We will focus on three challenges at the crossroads of language and philosophy: semantics, argumentation and shared dialogue. Thus, we provide arguments for the use of philosophical dialogue to enhance students’ ecoliteracy. Two case studies illustrate how philosophical questioning can be used to enhance meaning-making, strengthen argumentation skills and enable students to engage in shared dialogues. To conclude, we reflect upon the relationship between language arts, philosophy and the extent to which dialogue can enhance students’ motivation for action in climate issues.
AB - Language arts can play a key role in responding to climate change and associated ecological crises. Language provides learners with the tools needed to listen, speak, read and write about environmental issues. Specifically dialogic skills are necessary to create, collaborate, communicate and think critically about climate change, to determine how to act most effectively in the present and to imagine more desirable futures. As language and philosophy are closely interconnected, we will explore the role that philosophical dialogue about climate and environmental issues can play in education. We will focus on three challenges at the crossroads of language and philosophy: semantics, argumentation and shared dialogue. Thus, we provide arguments for the use of philosophical dialogue to enhance students’ ecoliteracy. Two case studies illustrate how philosophical questioning can be used to enhance meaning-making, strengthen argumentation skills and enable students to engage in shared dialogues. To conclude, we reflect upon the relationship between language arts, philosophy and the extent to which dialogue can enhance students’ motivation for action in climate issues.
U2 - 10.4324/9781032634524-9
DO - 10.4324/9781032634524-9
M3 - Chapter
SN - 9781032615554
T3 - Routledge research in education, society and the anthropocene Publication
BT - Engaging with environmental education through the language arts
PB - Routledge
ER -