Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-29T04:38:09.415Z Has data issue: false hasContentIssue false
  • English
  • Français

Socio-Ecological Formations of Nature's Others: A Response

Published online by Cambridge University Press:  23 October 2014

Phillip G Payne
Phillip G Payne*
Affiliation:
Monash University, Melbourne, Victoria, Australia
Get access Rights & Permissions [Opens in a new window]

Extract

The process of researching ‘Children's conceptions of nature’ was spontaneous — a story in itself! Having taught in Victorian primary schools in the 1970s, after 15 years in teacher education in the university sector, I felt it was important to ‘return’ to the classroom — to walk the talk! Each Friday afternoon for an hour or so, I met with Year 6 children to ‘chat’. In the mid-1990s, ‘philosophy for children’ was emerging. My doctoral, completed in the early 1990s, focused on philosophies of education and environmental ethics. We chatted a lot in class — about anything. One puzzled kid asked, ‘Where does space start and finish?’ Another, ‘Are not running spikes a way to enhance sport performance?’

Type
Response Articles
Information
Australian Journal of Environmental Education , Volume 30 , Issue 1 , July 2014 , pp. 76 - 77
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Payne, P. (1995). Ontology and the critical discourse of environmental education. Australian Journal of Environmental Education. 11, 83–106.CrossRefGoogle Scholar
Payne, P. (1997). Embodiment and environmental education. Environmental Education Research, 3 (2), 133–153.CrossRefGoogle Scholar
Payne, P. (2003a). The technics of environmental education. Environmental Education Research, 9 (4), 525–541.CrossRefGoogle Scholar
Payne, P. (2003b). Postphenomenological enquiry and living the environmental condition. Canadian Journal of Environmental Education, 8, 169–190.Google Scholar
Payne, P. (2005a). Families, homes and environmental education. Australian Journal of Environmental Education, 21, 81–95.CrossRefGoogle Scholar
Payne, P. (2005b). ‘Ways of doing’ learning, teaching and researching. Canadian Journal of Environmental Education, 10, 108–124.Google Scholar
Payne, P. (2010a). Remarkable-tracking, experiential education of the ecological imagination. Environmental Education Research, 16 (3–4), 295–310.CrossRefGoogle Scholar
Payne, P. (2010b). Moral spaces, intergenerational influences and the social ecology of families in environmental ethics education. Environmental Education Research, 16 (2), 209–232.CrossRefGoogle Scholar
Payne, P. (2013). (Un)timely ecophenomenological framings of environmental education research. In Stevenson, R., Brody, M., Dillon, J., & Wals, A. (Eds.). International handbook of research on environmental education (pp. 424–437). New York and London: American Educational Research Association, Routledge.CrossRefGoogle Scholar
Payne, P. (2014, in press). Vagabonding slowly: Ecopedagogy, metaphors, figurations, and nomadic ethics. Canadian Journal of Environmental Education.Google Scholar