What is it about?

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.

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Why is it important?

Discussing with dialogue between teacher and learner in environmental education is important


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 good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning.

Dr Helen Kopnina
Northumbria University

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This page is a summary of: Environmental Identity and Natural Resources: A Dialogical Learning Process, Resources, February 2016, MDPI AG, DOI: 10.3390/resources5010011.
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