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Separation and Unity: Zen Koan in Environmental Theory and Education

Published online by Cambridge University Press:  14 July 2020

David Chang
David Chang*
Affiliation:
Faculty of Education, Simon Fraser University, British Columbia, Canada
*
*Corresponding author. Email: dchangh@sfu.ca
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Abstract

The ecological crisis has been traced to a rupture in the human-nature relationship, which sees the natural world as inert materials that serve human utility. This prevailing sense of separation is thoroughly embedded in Western culture through engrained metaphors that reinforce a view of the Earth as a subject of human mastery. To counter the disjuncture between humans and nature, some theorists have suggested a unitive view of nature, while others have argued for more expansive forms of identification that engender a more responsive ecological ethics. Despite these efforts, the human-nature dichotomy remains a perennial issue of debate, especially for environmental educators who strive to cultivate a more harmonious relationship with the earth. This article examines the Zen Koan (case or example) as a pedagogical innovation that hones the learner’s ability to entertain opposing propositions. Humans are both united with and separate from nature at the same time. The Koan encourages an epistemological fluidity and openness to ambiguity that can enrich and deepen inquiry. In the context of environmental education, this contemplative approach to investigation can complement immersive pedagogies that enjoin somatic and sensory experience in explorations of the natural world.

Keywords

human-nature dichotomydeep ecologyKoanZencontemplative educationenvironmental educationphenomenologyembodiment
Type
Article
Information
Australian Journal of Environmental Education , Volume 37 , Issue 1 , March 2021 , pp. 19 - 28
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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