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0 0 0 1 k 0.041 tw [(tion. )37(an article by bonnet (1997) pr)17(ovided a starting point for kate fr)17(om)]tj 0 -1.30001 td 0.008 tw [(which she located herself intellectually in r)18(elation to the analysis of envi)-1(-)]tj 0 -1.3 td [(r)18(onmental concepts in the policy document. loosely paraphrased, kate\325s)]tj 0 -1.30001 td -0.011 tc -0.002 tw [(adaptation of bonnet emphasized the need to pr)18(oblematize the knowledge)]tj t* 0.005 tc 0.12 tw [(educators ar)18(e given. this strategy was consistent with the assignment)]tj 0 -1.3 td -0.012 tc -0.001 tw [(r)18(equir)17(ed by phil. of particular importance for kate was bonnett\325s assertion)]tj t* -0.011 tc [(\322many of the issues invite a pr)18(ofound r)18(eappraisal of conceptions of knowl-)]tj t* 0 tc 0.001 tw [(edge, human consciousness and what counts as an adequate r)19(elationship)]tj t* 0.02 tc 0.207 tw (with the world, upon which any conception of education must be)tj t* -0.008 tc -0.005 tw [(pr)17(emised\323 (p. 263). 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old connotations but, on top of these, the)]tj 0 -1.16667 td 0.003 tc 0.122 tw [(e)1(n)1(v)1(i)1(r)19(onment is made up of at least four distinct, but interr)17(elated sys-)]tj t* 0 tc -0.007 tw [(tems: the biophysical system, which pr)18(ovides the life support system for)]tj t* -0.011 tc -0.002 tw (all life, human and non-human; the social system, which encompasses the)tj t* 0.002 tc 0.123 tw (ways in which people live together; the economic system, which pr)tj 30.97745 0 td 0 tc (o)tj 0.5477 0 td (-)tj -31.52514 -1.16667 td -0.008 tw (vides a means of livelihood for people and; the political system, thr)tj 29.57146 0 td 0 tw (ough)tj -29.57146 -1.16667 td -0.015 tc 0.003 tw [(which social power is exer)18(cised in making policies and decisions about the)]tj t* -0.02 tc 0.008 tw (way social and economic systems use the biophysical envir)tj 24.98125 0 td (onment. (p. 199))tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 260.8709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 260.8709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49979 0 td 0 tc [(why ar)18(e you calling on someone else to explain your thoughts?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 234.8709 tm 0 0 0 1 k -0.015 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 54.7432 234.8709 tm 0 0 0 1 k -0.0147 tc (:)tj 0.47266 0 td -0.015 tc 0.002 tw (the natur)tj 4.18219 0 td -0.0147 tc (e)tj 0.70161 0 td -0.015 tc [(of $envir)18(onmental$ education is that your own story/opin)-1(-)]tj -7.13078 -1.3 td -0.02 tc 0.008 tw [(ion is discouraged, or rather)74(, the expert\325s opinion is encouraged. i have been)]tj t* 0 tc 0.011 tw [(conditioned to say what i want thr)18(oug)-1(h)15( )15(o)15(t)15(h)15(e)15(r)15(s)1515( )15(w)15(o)15(r)33(d)15(s)15(.)15( )15(t)15(h)15(i)15(s)15( )15(i)15(s)15( )15(a)15(n)15( )15(e)15(x)15(a)15(m)15(p)15(l)15(e)]tj t* -0.015 tc 0 tw (of that.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 171.8709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 171.8709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49987 0 td 0 tc (so, you ar)tj 4.40248 0 td -0.0001 tc (e)tj 0.72875 0 td 0 tc [(not persuaded by old images of \322the\323 envir)18(onment?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 145.871 tm 0 0 0 1 k -0.018 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 54.6236 145.871 tm 0 0 0 1 k -0.0175 tc (:)tj 0.45214 0.00001 td 0 tc (y)tj 0.55765 0.00001 td -0.018 tc 0.005 tw [(es, i am influenced by old images but ask wher)18(e other interpr)17(etations)]tj -2.77215 -1.30001 td 0.013 tc 0.112 tw [(of \322the envir)18(onment\323 fit in. for example, the home envir)17(onment, the)]tj t* 0 tc 0.025 tw [(school envir)18(onment, the local envir)18(onment, and those envir)18(onments pic-)]tj t* -0.003 tw [(tur)17(ed in the policy document $like vegetable gar)17(dens, beaches, parklands)]tj t* -0.006 tc -0.006 tw [(and suburban str)17(eets$. these ar)18(e just as much a part of the envir)18(onment as)]tj t* -0.012 tc -0.001 tw [(other older interpr)17(etations and images. )37(alr)18(eady)111(, the tr)17(oubling natur)17(e of the)]tj t* -0.023 tc 0 tw (wor)tj 1.6871 0 td -0.0234 tc (d)tj 0.825 0 td -0.023 tc 0.011 tw [(is evident. not only is it necessary to acknowledge that ther)18(e ar)17(e many)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (250)tj 24.89865 0.00001 td 0 tc (phillip p)tj 3.91503 0.00001 td (a)tj 0.53614 0.00001 td [(yne &)-278(kate rid)10(dell)]tj et q endstream endobj 12 0 obj << /length 5424 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.015 tw [(versions or interpr)18(etations of \322the envir)17(onment,\323 but also that we have a)]tj 0 -1.30001 td 0 tw [(tendency to teach to a minority of them, as evidenced in the policy)111(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 546.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.665 546.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49979 0 td 0 tc (can you jump to that conclusion?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 520.671 tm 0 0 0 1 k (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91.3252 520.671 tm 0 0 0 1 k -0.0001 tc (:)tj 0.57989 0 td (i)tj 0.66689 0 td 0 tc 0.08 tw [(can, based on my experience as both a student and a pr)18(e-service)]tj -3.07929 -1.3 td 0.057 tw [(teacher)74(. despite an array of interpr)17(etations at hand, envir)17(onmental edu-)]tj t* -0.01 tw [(cation in schools r)18(emains pr)18(edominantly the domain of old connotations,)]tj t* 0 tw [(exotic or far of)18(f places r)18(emoved fr)18(om 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 \325 immediate lives. )]tj 1.8 -1.3 td 0.041 tw [(it is vitally important, for a number of r)17(easons, to discuss the conse)2(-)]tj -1.8 -1.3 td -0.017 tc 0.004 tw [(quences of choosing just one interpr)18(etation to teach to. firstly)110(, the definition)]tj t* [(of envir)18(onment chosen ef)18(fects the type of envir)17(onmental knowledge passed)]tj t* -0.011 tc -0.002 tw [(on. w)92(e must make the assumption that if ther)17(e ar)18(e dif)18(fer)17(ent interpr)17(etations)]tj t* -0.012 tc -0.001 tw (of the wor)tj 4.40548 0 td -0.0116 tc (d)tj 0.83673 0 td -0.012 tc [(envir)18(onment then dif)17(fer)18(ent types of envir)17(onmental knowledge)]tj -5.24221 -1.3 td 0 tc 0 tw (must also exist. )tj 1.8 -1.3 td -0.021 tc 0.008 tw [(if this is the case then ther)18(e must be dif)17(fer)18(ent ways of knowing the envi)-1(-)]tj -1.8 -1.3 td -0.01 tc -0.003 tw [(r)17(onment and dif)18(fer)18(ent sour)17(ces of this knowledge. let me of)19(fer an example.)]tj -0.0122 tc (i)' 0.56223 0 td -0.012 tc 0 tw [(spent much of my childhood at the \322sorr)18(ento back beach.\323 i knew it as an)]tj -0.56223 -1.3 td -0.023 tc 0.01 tw [(infant explor)17(er wher)18(e, with bucket and spade, i waded thr)17(ough, dug up and)]tj t* -0.012 tc -0.001 tw [(splashed in every r)18(ockpool and sand dune. i knew it as a child, wher)18(e with)]tj t* -0.004 tc -0.009 tw (the assistance of the ranger)tj 11.74345 0 td -0.0036 tc (,)tj 0.48382 0 td -0.004 tc (learnt to name the animals and plants. i knew)tj -12.22727 -1.3 td -0.003 tc -0.01 tw [(it as a secondary student, wher)18(e on a fieldtrip i observed, r)18(esear)18(ched, and)]tj t* 0.015 tc 0.109 tw [(dr)18(ew coastal pr)18(o)-1(c)-1(e)-1(s)-1(s)-1(e)-1(s)-1(.)-1( )36(as a sun-baking, boy-kissing, par)17(ent-eluding)]tj t* -0.01 tc -0.003 tw (teenager i found private, sometimes special places on that beach, that i can)tj t* -0.002 tw [(r)18(emember in a way dif)18(f)1(e)1(r)18(ent fr)18(om others. my point is that you can come to)]tj t* 0 tc 0.02 tw [(\322know\323 a place by visiting it, living in it, r)16(eading about it, r)18(esear)17(ching it,)]tj t* 0.068 tw (being taught about it, being af)tj 13.61106 0 td (fected by it and in many other ways. the)tj -13.61106 -1.3 td -0.01 tc 0 tw (sour)tj 1.909 0 td -0.002 tw (ce can be internal or external, private or public, general or specific, sci)tj 29.95848 0 td 0 tc (-)tj -31.86748 -1.30001 td 0 tw [(entific, artistic, geographic, r)17(ecr)18(eational, spiritual, and so on.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 195.6709 tm 0 0 0 1 k 0.002 tc (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.7425 195.6709 tm 0 0 0 1 k 0.0018 tc (:)tj 0.62666 0 td 0.002 tc 0.123 tw (but each of these experiences underlying your claims to dif)tj 27.31446 0 td 0 tw (fer)tj 1.19429 0 td (ent)tj -30.80966 -1.30001 td 0 tc 0.091 tw [(ways of knowing the envir)17(onment ar)18(e fairly short. i\325m wondering how)]tj 0 -1.3 td -0.001 tc -0.012 tw [(durable each of those ways of knowing might be. do you r)17(eally know the)]tj t* 0 tc 0 tw [(place experienced, as you claim, or did you learn mor)19(e about yourself?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 130.6709 tm 0 0 0 1 k -0.011 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 90.905 130.6709 tm 0 0 0 1 k -0.0105 tc (:)tj 0.47698 0 td -0.011 tc -0.002 tw [(w)92(e have acknowledged that ther)17(e ar)18(e many ar)17(eas which need gr)18(eater)]tj -2.2675 -1.3 td 0 tc 0.036 tw [(attention and this is one of them. however)74(, briefly i\325ll say the following.)]tj t* -0.014 tc 0.001 tw (sometimes it is dif)tj 7.87729 0.00001 td (ficult to separate what learning pertains to the \322self\323 and)tj -7.8773 -1.3 td 0.006 tc 0.119 tw (the \322not-self.\323 in experiencing the beach in dif)tj 21.4538 0.00001 td 0.005 tc 0 tw (fer)tj 1.20571 0.00001 td 0.006 tc 0.119 tw [(ent ways at dif)17(f)1(e)1(r)19(e)1(n)1(t)]tj -22.6595 -1.3 td -0.005 tc -0.007 tw [(times i am bound to know both the place and my self $af)18(fective r)17(esponses,)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(thinking the en)40(vir)19(onment:)-138(the )80(written epistemolog)-1(y of enquir)-9(y)-6224(251)]tj et q endstream endobj 13 0 obj << /length 5220 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.014 tc 0.001 tw [(my r)18(elationships with self and others$. this, mor)18(e than just knowing in one)]tj 0 -1.30001 td -0.013 tc [(domain, has enabled me to identify and be open to dif)18(f)1(e)1(r)18(e)1(n)1(t)1( )1(v)1(e)1(r)1(s)1(i)1(o)1(n)1(s)1( )1(o)1(f)1( )1(t)1(h)1(e)]tj 0 -1.3 td -0.0001 tc (one)tj 1.85646 0 td 0 tc 0 tw (place.)tj -0.05646 -1.30001 td 0.031 tw [(this document gives only one, pr)18(eferr)18(ed version of how we come to)]tj -1.8 -1.30001 td 0.004 tc 0.121 tw [(know the envir)17(onment with a very specific set of underlying assump)1(-)]tj 0 -1.3 td 0 tc 0.103 tw (tions. for instance, of the twenty-one images in the document, thirteen)tj t* -0.009 tc -0.004 tw (involve scientific methodology (measuring, testing) or modern technology)tj t* 0 tc 0.095 tw [($laptop computers, solar power)18(ed vehicles, cir)18(cuit boar)18(ds and the like$.)]tj t* -0.012 tw [(another example lays in what the document implies to be envir)18(onmental)]tj t* 0.009 tw [(issues\321\323atmospheric modification,\323 \322decr)19(eased biodiversity)111(,\323 \322wise use)]tj t* -0.017 tc 0.004 tw [(and management of r)18(esour)18(ces\323\321all asking 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 to see the envir)18(onment)]tj t* 0 tc 0.006 tw (as something for their use, something to place material worth upon. this)tj t* -0.004 tc -0.009 tw [(kind of r)18(epr)17(esentation has to narr)18(ow 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 \325 and teachers\325 perspectives,)]tj t* 0 tc 0 tw (ef)tj 0.7937 0 td 0.065 tw [(fect the way 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 interpr)17(et the envir)17(onment and in turn how they)]tj -0.7937 -1.3 td 0 tw (experience it. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 377.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 377.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.51008 0 td (i)tj 0.59708 0 td 0 tc 0.01 tw [(take it that you ar)17(e concerned the document has mor)19(e to do with a)]tj -2.77365 -1.3 td 0.04 tw [(particular way of knowing that is r)17(educed to a meaning about using the)]tj t* 0 tw [(envir)18(onment.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 325.6709 tm 0 0 0 1 k -0.004 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55.1689 325.6709 tm 0 0 0 1 k -0.0041 tc (:)tj 0.48331 0 td -0.004 tc -0.009 tw (i\325m concerned that the interpr)tj 13.0765 0 td (etation of the envir)tj 8.25351 0 td (onment we teach to)tj -23.63021 -1.30001 td 0 tc 0.086 tw [(determines the ef)18(fectiveness of the message we convey)111(. let me of)18(fer an)]tj 0 -1.3 td -0.015 tc 0.003 tw (example: when the \322way of knowing\323 the educator chooses is at odds with)tj t* -0.014 tc 0.001 tw [(the way the learner knows an envir)17(onment, messages can be accepted, lost,)]tj t* -0.011 tc -0.001 tw [(misunderstood, or ignor)19(ed; the outcom)-1(e isn\325t pr)19(edictable. )17(y)92(ou have said so)]tj t* 0 tc 0 tw (yourself.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 234.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 234.6709 tm 0 0 0 1 k (:)tj 0.48943 0 td (y)tj 0.57519 0 td 0.007 tw (es, i have. w)tj 5.54494 0 td -0.0002 tc (e)tj 0.73594 0 td 0 tc (seem pr)tj 3.49926 0 td (eoccupied by a theory or particular meaning)tj -12.51126 -1.30001 td -0.001 tc -0.011 tw [(of envir)18(onment or natur)17(e and wish to apply that meaning to specific edu-)]tj 0 -1.3 td -0.015 tc 0.002 tw [(cational practices. if so, and we for)19(get about the learners\325 experiences of the)]tj t* -0.004 tc 0 tw (envir)tj 2.27662 0 td -0.003 tc -0.009 tw (onment, or envir)tj 7.30939 0 td (onments, ther)tj 6.0319 0 td -0.0035 tc (e)tj 0.71288 0 td -0.003 tc [(is a significant opportunity to r)17(e)1(p)1(r)18(o)1(-)]tj -16.33079 -1.30001 td 0.005 tc 0.12 tw [(duce what is called a theory-practice gap in envir)18(onmental education.)]tj 0 -1.3 td 0 tc 0.026 tw [(y)92(our point, however)74(, is well taken. i think discussion of that gap has not)]tj t* -0.008 tc -0.005 tw [(extended into how key terms like envir)17(onment, natur)18(e, wilderness, and so)]tj -0.0001 tc (on)' 1.3755 0 td 0 tc -0.002 tw [(ar)18(e deployed by academics and teachers with specific inter)18(ests or par-)]tj -1.3755 -1.3 td 0 tw (ticular agendas.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 104.6709 tm 0 0 0 1 k 0.002 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55.4259 104.6709 tm 0 0 0 1 k 0.0024 tc (:)tj 0.6273 0 td 0.002 tc 0.122 tw (when 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 ar)tj 8.07847 0.00001 td 0.0024 tc (e)tj 0.85618 0 td 0.002 tc [(taught primarily about envir)17(onments that ar)17(e)]tj -11.4045 -1.3 td -0.017 tc 0 tw (irr)tj 1.0136 0 td -0.016 tc 0.004 tw (elevant to their everyday lives, which is what seems to be occurring, they)tj -1.0136 -1.3 td -0.014 tc 0.002 tw [(ar)18(e less likely to act upon issues in local envir)17(onments that ef)18(fect their daily)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (252)tj 24.89865 0.00001 td 0 tc (phillip p)tj 3.91503 0.00001 td (a)tj 0.53614 0.00001 td [(yne &)-278(kate rid)10(dell)]tj et q endstream endobj 14 0 obj << /length 5052 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.001 tc -0.012 tw [(existence. why teach about acid rain in eur)17(ope when the local swimming)]tj 0 -1.30001 td 0.003 tc 0.121 tw [(hole has been closed by a blue-gr)17(een algae spr)18(ead and everybody has)]tj 0 -1.3 td 0.002 tc 0.123 tw (asthma aggravated by pollutants spewing out of the nearby industrial)tj 0 -1.30001 td -0.009 tc -0.003 tw [(estate? when learning about the envir)17(onment is r)17(elevant and contextual to)]tj t* 0 tc 0.085 tw [(the student\325s concept of the envir)18(onment ther)17(e is a higher likelihood of)]tj 0 -1.3 td 0.012 tc 0.113 tw [(action occurring. this policy supports this idea theor)18(etically wher)18(e it)]tj t* -0.004 tc -0.009 tw [(openly states, \322the natur)17(e )1(and extent of envir)17(onmental education should)]tj t* 0 tc [(be determined locally\323 $education v)55(ictoria, 1998$. but i am doubtful, due)]tj t* 0 tw [(to the lack of strategies or support of)17(fer)18(ed, that it will occur)74(.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 455.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.665 455.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.49972 0 td 0 tc [(maybe these strategies ar)17(e forthcoming, or ar)18(e left for you to devise.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 429.6709 tm 0 0 0 1 k 0.02 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 92.1251 429.6709 tm 0 0 0 1 k 0.0199 tc (:)tj 0.66521 0 td 0.02 tc 0.125 tw [(no strategies wer)18(e r)17(eferr)18(ed to, or suggested, in the document.)]tj -2.57772 -1.3 td 0 tc -0.006 tw (ignorance can be a pr)tj 9.43103 0 td [(oblem, as can a total lack of dir)18(ection in implement-)]tj -9.43103 -1.3 td -0.002 tc -0.01 tw [(ing pr)17(escribed aims and objectives. leaving teachers entir)19(ely to their own)]tj t* 0 tc 0.037 tw [(devices is fraught with inconsistency and danger)74(. )37(at this stage i\325m mor)18(e)]tj t* 0.024 tw [(inter)17(ested in identifying what assumptions ar)18(e embedded in the policy\325s)]tj t* 0.02 tw [(mentioning of education for the envir)18(onment. i am awar)18(e ther)17(e ar)18(e thr)17(ee)]tj t* -0.009 tc -0.004 tw [(primary classes of envir)19(onmental education\321education about, in, and for)]tj t* -0.003 tc -0.01 tw [(the envir)17(onment. the development of an informed sense of r)19(esponsibility)]tj t* -0.004 tc -0.008 tw (for the envir)tj 5.38079 0 td (onment has its foundations in education for the envir)tj 23.19805 0 td 0 tw (onment.)tj -28.57884 -1.30001 td -0.01 tc -0.002 tw [(although it is dif)18(ficult to educate for the envir)17(onment when we ar)18(e unsur)18(e)]tj 0 -1.3 td 0 tc -0.01 tw [(of what interpr)17(etation of envir)18(onment we ar)17(e pursuing, let\325s look at what)]tj t* 0 tw (it might mean.)tj 1.8 -1.3 td -0.006 tc -0.007 tw [(much has been written about education for the envir)17(onment. in short,)]tj -1.8 -1.3 td 0.008 tc 0.117 tw [(it is borne out of a socially-critical appr)18(oach which values pr)18(ocedural)]tj t* -0.016 tc 0.003 tw (knowledge and emphasises pr)tj 13.01822 0 td (oblem-solving, decision-making, and values-)tj -13.01822 -1.3 td -0.007 tc -0.005 tw (clarification, derives awar)tj 11.22935 0 td (eness lar)tj 3.7342 0 td (gely fr)tj 2.78507 0 td (om tacit learnings $appr)tj 10.38524 0 td 0 tw (eciations,)tj -28.13386 -1.30001 td -0.001 tc -0.012 tw [(feelings, sensitivities$, and r)18(elies heavily upon a person-oriented learning)]tj 0 -1.3 td -0.023 tc 0.011 tw [(milieu. gilbert (1996) had the following to say about \322education for the envi)-1(-)]tj 0 tc (r)' 0.37695 0 td 0 tw (onment\323: )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91 172.1709 tm 0 0 0 1 k 0.031 tw ((it) aims to pr)tj 6.0717 0 td [(omote a willingness and ability to adopt lifestyles that ar)17(e)]tj -6.0717 -1.16666 td 0.013 tw (compatible with the wise use of envir)tj 16.61359 0 td [(onmental r)18(esour)18(ces. in doing so, it)]tj -16.61359 -1.16667 td -0.02 tc 0.007 tw (builds on education in and about the envir)tj 18.03431 0 td (onment to help develop an envi)tj 13.49091 0.00001 td 0 tc (-)tj -31.52522 -1.16668 td -0.001 tw [(r)18(onmental ethic and the motivation and skills necessary to participate in)]tj 0 -1.16667 td 0 tw [(envir)18(onmental impr)17(ovemen. (p. 205) )]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 104.1709 tm 0 0 0 1 k (stevenson (1987) said: )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 91 80.6709 tm 0 0 0 1 k 0.015 tw [(education for the envir)18(onment is a pr)18(ocess of inquiry and action on r)18(eal)]tj 0 -1.1667 td 0.001 tc 0 tw (envir)tj 2.3002 0 td 0.124 tw (onmental issues. such an inquiry pr)tj 16.48816 0.00001 td (ocess demands that 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 )tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(thinking the en)40(vir)19(onment:)-138(the )80(written epistemolog)-1(y of enquir)-9(y)-6224(253)]tj et q endstream endobj 15 0 obj << /length 5175 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 55 586.4038 tm 0 0 0 1 k 0.019 tw [(actively engage in critical or complex thinking about r)17(eal pr)17(oblems. the)]tj 0 -1.16667 td -0.01 tc -0.002 tw [(development of knowledge, skills and values is not only dir)19(ected towar)17(ds)]tj t* 0 tc 0.011 tw [(action, but emer)17(ges in the context of pr)18(eparing for and taking action. $p.)]tj t* 0 tw (75$)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 531.4039 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 531.4039 tm 0 0 0 1 k -0.0001 tc (:)tj 0.52915 0 td 0 tc 0.029 tw [(but again you ar)17(e calling on other people who you don\325t know and)]tj -2.19565 -1.30001 td -0.006 tw [(who live in other places, and pr)18(obably in dif)17(fer)18(ent cir)17(cumstances. if \322for\323)]tj 0 -1.3 td 0.061 tw [(the envir)17(onment is part of the socially-critical appr)18(oach then my under-)]tj t* 0.005 tc 0.12 tw (standing of the term \322critical\323 is that all those qualities you just men-)tj t* -0.016 tc 0.003 tw [(tioned must, or should, r)18(elate to br)18(oader issues of historical human concern)]tj t* 0 tc 0.084 tw [(such as equity)111(, fairness, and justice. hence, an envir)18(onmental ethic also)]tj t* -0.007 tc -0.006 tw [(needs to be socially-just, fair)74(, or caring. \322critical\323 can be a form of analysis)]tj t* -0.01 tc -0.003 tw (and commentary but within the critical discourse of education its meaning)tj t* -0.002 tw [(is mor)18(e political and social, or ideological\321per)18(haps a bigger way of analy)-1(-)]tj t* 0 tc 0.016 tw (sis and knowing that has some view about the \322good\323 or \322right\323 life. do)tj t* 0.005 tw (you think this document is critical and if so what about the use of educa-)tj t* 0 tw [(tion \322for the envir)17(onment\323?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 362.4038 tm 0 0 0 1 k -0.006 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55.1058 362.4038 tm 0 0 0 1 k -0.0057 tc (:)tj 0.48165 0 td -0.006 tc -0.007 tw [(superficially)111(, the document appears critical in nat)-1(ur)18(e and supportive)]tj -2.29223 -1.3 td -0.017 tc 0.004 tw [(of education for the envir)18(onment. however)74(, without forthcoming strategies)]tj t* -0.003 tc -0.01 tw [(or some elucidation as to what the document means by \322for\323 the envir)18(on-)]tj t* 0 tc 0 tw (ment i think it falls short.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 296.0038 tm 0 0 0 1 k [(for the envir)17(onment )]tj 0 -2.02 td -0.02 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 54.5433 275.8038 tm 0 0 0 1 k -0.0197 tc (:)tj 0.4676 0 td (i)tj 0.5546 0 td -0.02 tc 0.007 tw (think ther)tj 4.16181 0 td -0.0197 tc (e)tj 0.69664 0 td -0.02 tc (has been a fundamental misinterpr)tj 14.81657 0 td (etation of the term \322for)tj -22.45155 -1.30001 td -0.011 tc -0.002 tw [(the envir)17(onment.\323 if it is about educating for the envir)18(onment, then what\325s)]tj 0 -1.3 td 0 tc 0.057 tw [(in it for the envir)17(onment? it is all well and good to develop knowledge,)]tj t* 0.017 tw (skills, values and motivation, but why is the desir)tj 22.05902 0 td [(ed outcome impr)18(oving)]tj -22.05902 -1.3 td 0 tw [(and managing the envir)17(onment?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 197.8038 tm 0 0 0 1 k -0.016 tc (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.0266 197.8038 tm 0 0 0 1 k -0.016 tc (:)tj 0.47154 0 td (t)tj 0.50503 0 td -0.0161 tc (o)tj 0.76726 0 td -0.016 tc 0.003 tw (the latter part of your question i can think of many possibilities. but)tj -3.34649 -1.3 td -0.011 tc -0.001 tw [(t)1(h)1(e)1(r)18(e is also an ongoing debate in envir)18(onmental education r)18(esear)17(ch cir)18(cles)]tj t* 0 tc 0.037 tw (about the pluses and negatives of educators educating actively \322for\323 the)tj t* -0.022 tc 0.009 tw [(envir)18(onment (jickling & spork, 1998). but can we leave that to another time?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 132.8038 tm 0 0 0 1 k -0.007 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55.0484 132.8038 tm 0 0 0 1 k -0.007 tc (:)tj 0.4804 0 td -0.006 tw (if we can go back to \322impr)tj 11.47256 0 td [(oving and managing the envir)17(onment\323 i\325d)]tj -13.7578 -1.3 td -0.005 tc -0.008 tw [(like to draw on stevenson (1987) and bonnet (1997). they make an impor)1(-)]tj t* 0 tc 0.018 tw (tant point which is education for the envir)tj 18.73641 0.00001 td (onment demands \322critical and)tj -18.7364 -1.3 td -0.01 tw [(complex thinking about r)17(eal pr)17(oblems\323 and \322a tr)8(ue understanding of our)]tj t* -0.006 tc -0.007 tw [(situation\323 (p. 263). in appr)17(oaching the situation in a way that assumes it is)]tj t* 0 tc 0.008 tw [(the envir)17(onment that has the pr)18(oblem, we ar)17(e externalising the issue and)]tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (254)tj 24.89865 0.00001 td 0 tc (phillip p)tj 3.91503 0.00001 td (a)tj 0.53614 0.00001 td [(yne &)-278(kate rid)10(dell)]tj et q endstream endobj 16 0 obj << /length 5180 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k -0.02 tc 0.007 tw [(missing the point. if we r)18(eally wanted to do what\325s best for the envir)17(onment)]tj 0 -1.30001 td 0 tc 0.042 tw (then we\325d be looking at developing knowledge, skills, values, and moti-)tj 0 -1.3 td -0.003 tc -0.01 tw [(vation to manage and impr)18(ove ourselves as well as internalise our behav)1(-)]tj 0 -1.30001 td 0.011 tc 0.114 tw [(iour $our lifestyle, our thinking, and our appr)17(oach to the non-human)]tj t* -0.011 tc -0.002 tw [(world$. for instance, in a tr)18(ee planting exer)17(cise, the r)17(eal pr)18(oblem is not that)]tj 0 -1.3 td -0.015 tc 0.002 tw [(the ar)17(ea has too few tr)18(ees, it is that humans have not valued those tr)18(ees and)]tj t* -0.016 tc 0.004 tw [(have cut them down. by r)18(eplanting alone, the pr)17(oblem has not been solved.)]tj t* 0.001 tc 0.124 tw [(replanting in conjunction with r)17(e-educating $changing the knowledge,)]tj t* -0.007 tc -0.006 tw [(values and motivation of those who cut the tr)18(ees down$ is what is needed. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 455.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.665 455.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.56946 0 td 0 tc 0.07 tw [(don\325t we also need to think about who cut down the tr)17(ees and for)]tj -2.23596 -1.3 td 0 tw (whose, and what, benefit and cost? )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 416.6709 tm 0 0 0 1 k -0.003 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91.2031 416.6709 tm 0 0 0 1 k -0.0031 tc (:)tj 0.46663 0 td -0.003 tc -0.009 tw [(y)92(es! but let\325s stick to the policy)111(. befor)18(e making any grand statements)]tj -2.28694 -1.3 td -0.007 tc -0.006 tw [(about the natur)17(e of knowledge pr)18(esumed in the whole document, i would)]tj t* 0 tc 0.092 tw [(need to r)18(epeat this pr)17(ocess for each of the strategies and goals and like)]tj t* -0.017 tc 0.004 tw [(bonnet (1997) said, \322develop a tr)8(ue understanding of the situation\323 (p. 263). )]tj 1.8 -1.3 td -0.009 tc (i)tj 0.56535 0 td -0.004 tw [(am hesitant to pass judgment about the ef)17(fectiveness or usefulness of)]tj -2.36535 -1.3 td -0.008 tc -0.005 tw [(the document, but i will say this: material needs to be written for the edu)-1(-)]tj t* -0.007 tc -0.006 tw [(cators which, unlike this document, states clearly the natur)18(e of knowledge)]tj t* 0.005 tc 0 tw (pr)tj 0.98885 0 td 0.119 tw (esumed, equips teachers with the skills to turn theory into practice,)tj -0.98885 -1.3 td -0.015 tc 0.003 tw [(of)18(fers dir)18(ection and support, and addr)18(esses likely obstacles. these ideas ar)19(e)]tj t* 0 tc 0 tw [(just a few of the many that could be consider)18(ed for further investigation.)]tj et q /gs2 gs /gs1 gs q bt /f0 1 tf 10 0 0 10 173.7473 268.6709 tm 0 0 0 1 k (reflections of researchers)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 73 244.8709 tm 0 0 0 1 k -0.006 tc -0.006 tw [(it is tempting to conclude with both a conversational and discourse analy)1(-)]tj 0 -1.3 td -0.01 tc -0.003 tw (sis of the above continuing conversation. our inter)tj 21.84138 0 td (est, however)tj 5.41235 0 td (,)tj 0.47741 0 td (is how the)tj -27.73114 -1.30001 td -0.007 tc -0.006 tw [(dialogical writing pr)17(ocess develops our r)19(espective and collective thinking.)]tj 0 -1.3 td 0 tc 0.024 tw (nonetheless, some general observations about the content of the conver)tj 31.86725 0 td (-)tj -31.86725 -1.3 td -0.004 tc -0.009 tw (sation ar)tj 3.75465 0 td -0.0037 tc (e)tj 0.71267 0 td -0.004 tc 0 tw (of)tj 0.85392 0 td (fer)tj 1.17797 0 td -0.009 tw (ed befor)tj 3.58994 0 td -0.0036 tc (e)tj 0.71274 0 td (we)tj 1.5431 0 td -0.004 tc (consider the merits or otherwise of writing as)tj -12.34499 -1.30001 td 0 tc 0 tw (thinking. )tj 1.8 -1.3 td -0.025 tc 0.012 tw (borne out of her own experiences that clearly have been added to by her)tj -1.8 -1.3 td 0.007 tc 0.117 tw [(intellectual training, kate is convinced ther)17(e should be no singular or)]tj t* 0 tc 0.048 tw [(fixed definition of the envir)18(onment, let alone the utilitarian view of it as)]tj t* 0.003 tc 0.122 tw (implied in the policy)tj 9.5061 0 td 0.0032 tc (.)tj 0.628 0 td 0.003 tc (kate\325s self-evident \322new\323 thinking departs fr)tj 20.63384 0.00001 td 0 tw (om)tj -30.7679 -1.3 td 0.005 tc 0.119 tw [(older)74(, traditional views of the envir)18(onment wher)17(e it is typically privi)-1(-)]tj t* 0 tc 0.016 tw [(leged as external and wilderness-like. kate highlights self-envir)17(onments.)]tj t* 0.003 tc 0.122 tw (obviously kate believes 涓栫晫鏉�2022璧涚▼琛ㄦ窐姹拌禌 should have dif)tj 22.77257 0.00001 td 0 tw (fer)tj 1.19898 0.00001 td 0.122 tw (ent experiences in)tj -23.9716 -1.3 td -0.002 tc -0.01 tw [(t)1(h)1(e)1( )1(e)1(n)1(v)1(i)1(r)18(onment so as to have many ways of knowing it/them. like most)]tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(thinking the en)40(vir)19(onment:)-138(the )80(written epistemolog)-1(y of enquir)-9(y)-6224(255)]tj et q endstream endobj 17 0 obj << /length 4859 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 36 63 324 531 re f q /gs1 gs q bt /f2 1 tf 10 0 0 10 37 585.6709 tm 0 0 0 1 k -0.003 tc -0.009 tw [(of us, kate str)8(uggles in her account of \322for\323 the envir)17(onment. kate admits)]tj 0 -1.30001 td -0.004 tc -0.008 tw [(to having adopted some of phil\325s views about how particular teacher con)1(-)]tj 0 -1.3 td -0.009 tc -0.004 tw [(ceptions of the envir)18(onment should not be imposed on learners. kate\325s cri)1(-)]tj 0 -1.30001 td -0.006 tc -0.007 tw (tique of the utilitarian stance in the policy is suggestive of deep ecologist\325s)tj t* 0 tc 0 tw [(non-utilitarian inter)17(est in the intrinsic value of natur)17(e. )]tj 1.8 -1.3 td -0.004 tc -0.008 tw [(kate and phil do not have a common understanding of the term \322crit)1(-)]tj -1.8 -1.3 td -0.017 tc 0.004 tw (ical.\323 kate\325s tends to align itself with a style of personal thinking, while phil)tj t* 0.017 tc 0.108 tw [(r)18(elates it to br)17(oader ideological concerns. phil tends to play the self-)]tj t* 0.015 tc 0.11 tw [(appointed sceptic, or critic, so as to better get at some of kate\325s cor)18(e)]tj t* 0.001 tc 0.123 tw [(assumptions and convictions, namely what he thinks is her pr)19(efer)17(ence)]tj t* -0.005 tc -0.008 tw [(for multiple meanings of the envir)18(onment and how that position is poten)-1(-)]tj t* 0 tc 0.074 tw [(tially thr)17(eatened by a singular meaning implied in the document under)]tj t* -0.021 tc 0.009 tw [(analysis. little is r)18(evealed about his own views about a number of the issues)]tj t* -0.005 tc -0.008 tw (kate touches on. he tends to maintain the r)tj 18.86066 0 td (ole of the somewhat neutral or)tj -18.86066 -1.3 td 0.011 tc 0.113 tw [(detached lectur)18(er/teacher and interviewer/r)18(esear)17(cher)74(, per)18(haps not to)]tj t* -0.006 tc -0.006 tw [(commit himself or avoid comment/critique but also because of an inter)19(e)1(s)1(t)]tj t* 0 tc 0 tw [(in learning fr)17(om kate thr)18(ough active listening. )]tj 1.8 -1.3 td 0.067 tw (conversational and discourse analyses might extend to the types of)tj -1.8 -1.3 td -0.022 tc 0.009 tw [(interaction, language-use, power r)17(elations, ideological assumptions/critique)]tj t* 0 tc 0.008 tw [(and so on, all of which ar)18(e beyond the immediate scope of this study)111(. w)92(e)]tj t* -0.002 tc -0.011 tw (conclude with individual and collective r)tj 18.01952 0 td (eflections on the writing pr)tj 11.8709 0 td 0 tw (ocess)tj -29.89042 -1.30001 td 0 tc [(undertaken her)17(e.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 286.6709 tm 0 0 0 1 k -0.011 tc (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 54.8857 286.6709 tm 0 0 0 1 k -0.011 tc (:)tj 0.43965 0 td -0.002 tw [(after not being very inter)17(ested in writing the original assignment, the)]tj -2.22822 -1.3 td -0.02 tc 0.007 tw [(pr)17(ocess of conversing for)19(ced me to think critically about what others ask me)]tj t* 0 tc -0.008 tw [(to teach, r)18(eflect on how my experiences have led me to think in a particu)-1(-)]tj t* -0.006 tc -0.006 tw (lar way and articulate some of my own opinions rather than pur)tj 27.94358 0 td (ely r)tj 1.91569 0 td 0 tw (egur)tj 2.00802 0 td 0 tc (-)tj -31.86729 -1.30001 td (gitate the opinions of others.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 208.6709 tm 0 0 0 1 k (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 53.665 208.6709 tm 0 0 0 1 k (:)tj 0.5 0 td [(w)92(ould or could you say your thinking is \322authentic\323?)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 37 182.6709 tm 0 0 0 1 k (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 55.3252 182.6709 tm 0 0 0 1 k -0.0001 tc (:)tj 0.55384 0 td 0 tc 0.054 tw (i\325d question whether anybody\325s thinking is authentic. don\325t we all)tj -2.38636 -1.3 td 0.036 tw [(have a tendency to glean bits and pieces fr)17(om other people\325s thinking in)]tj t* 0 tw [(or)18(der to str)17(engthen or clarify ideas of our own? )]tj 1.8 -1.3 td -0.0138 tc (i)tj 0.56056 0 td -0.014 tc 0.001 tw [(know i made several r)18(efer)18(ences to various author)-74(\325s thinking thr)17(ough-)]tj -2.36056 -1.3 td -0.017 tc 0.004 tw [(out this article and i have a sense that by analysing and r)17(esponding to other)]tj t* 0 tc 0.031 tw [(aspects of the document befor)18(e making meaningful conclusions or state-)]tj t* -0.003 tc -0.009 tw (ments, i might be able to find mor)tj 14.84234 0.00001 td -0.0033 tc (e)tj 0.71314 0 td -0.003 tc [(of my own r)18(esponses rather than r)18(e)1(l)1(y-)]tj -15.5555 -1.3 td 0 tc 0 tw (ing heavily on others\325.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (256)tj 24.89865 0.00001 td 0 tc (phillip p)tj 3.91503 0.00001 td (a)tj 0.53614 0.00001 td [(yne &)-278(kate rid)10(dell)]tj et q endstream endobj 18 0 obj << /length 5321 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f1 1 tf 10 0 0 10 73 585.6709 tm 0 0 0 1 k 0.005 tc (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.8597 585.6709 tm 0 0 0 1 k 0.0048 tc (:)tj 0.62967 0 td 0.005 tc 0.12 tw [(what would you suggest as a dif)18(fer)17(ent method and why do you)]tj -2.31564 -1.30001 td 0 tc 0 tw (think short answers became the norm?)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 546.6709 tm 0 0 0 1 k (kate)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 91.3252 546.6709 tm 0 0 0 1 k -0.0002 tc (:)tj 0.54316 0 td (i)tj 0.63016 0 td 0 tc 0.043 tw [(think the article might have been slightly dif)16(fer)18(ent in content and)]tj -3.00584 -1.30001 td -0.022 tc 0.009 tw [(str)8(uctur)17(e had we spent mor)18(e time face-to-face instead of corr)19(esponding over)]tj 0 -1.3 td 0 tc 0.012 tw [(an extended time by e-mail. our interaction was interr)7(upted by overseas)]tj t* -0.009 tc -0.003 tw [(holidays, changes of addr)18(ess, and work constraints. e-mail isn\325t conducive)]tj t* 0 tc 0.061 tw [(to lengthy r)17(esponses and lacks an emotive aspect pr)19(esent in face-to-face)]tj t* 0.013 tw [(interaction. however)74(, had we not employed this method, the article may)]tj t* 0 tw [(never have r)18(eached this point! )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 10 0 0 10 73 442.6709 tm 0 0 0 1 k -0.003 tc (phil)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 10 0 0 10 89.5512 442.6709 tm 0 0 0 1 k -0.003 tc (:)tj 0.4844 0 td -0.01 tw [(for me, this continuing conversation addr)18(esses many of the method-)]tj -2.13952 -1.3 td -0.016 tc 0.004 tw [(ological issues in teacher thinking identified by hart. it also adds a bit mor)18(e)]tj t* 0 tc 0.002 tw (to my own intrigue in questions about subjectivity and authenticity)tj 29.66789 0 td 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(1997). envir)18(onmental education and beyond. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 268.2745 451.8489 tm 0 0 0 1 k -0.001 tc -0.012 tw (journal of the philosophy)tj -23.69717 -1.16667 td 0 tc 0 tw (of education)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 100.8965 441.3489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 105.3965 441.3489 tm 0 0 0 1 k (31)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 114.3965 441.3489 tm 0 0 0 1 k ((2), 249-266.)tj -8.59961 -1.16667 td -0.004 tc -0.009 tw [(boyes, e., chambers, w)92(., & stanisstr)18(eet, m. (1995). t)90(rainee primary teachers\325 ideas)]tj 4 -1.16667 td 0 tc 0 tw [(about the ozone layer)73(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 162.6638 420.3489 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 291.1489 420.3489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 295.6489 420.3489 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 300.1489 420.3489 tm 0 0 0 1 k ((2), 133-146.)tj -29.23877 -1.16667 td 0.036 tw [(boyes, e. & stanisstr)18(eet, m. (1997). the envir)18(onmental impact of cars: childr)19(en\325s)]tj 2 -1.16667 td 0 tw [(ideas and r)18(easoning. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 138.9927 399.3489 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 267.4778 399.3489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 271.9778 399.3489 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 276.4778 399.3489 tm 0 0 0 1 k ((3), 269-282.)tj -26.60865 -1.16667 td (brinkman, f)tj 5.36279 0 td (.)tj 0.49991 0 td (&)tj 1.02791 0 td (scott, w)tj 3.57472 0 td -0.0001 tc (.)tj 0.4998 0 td 0 tc [((1996). reviewing a eur)18(opean union initiative on )]tj -8.96513 -1.16667 td -0.013 tc (envir)tj 2.22813 0 td 0.001 tw (onmental education within pr)tj 12.83828 0 td (ogrammes of pr)tj 6.84006 0 td (e-service teacher education.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 367.8489 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 183.4851 367.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 187.9851 367.8489 tm 0 0 0 1 k (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.4851 367.8489 tm 0 0 0 1 k ((1), 5-16.)tj -17.27612 -1.16667 td 0.076 tw (chawla, l. (1998). significant life experiences r)tj 21.05493 0 td [(evisited: )37(a)-271(r)18(eview of r)18(esear)17(ch on)]tj -19.05493 -1.16667 td -0.017 tc 0 tw (sour)tj 1.88129 0 td 0.005 tw (ces of envir)tj 4.82287 0 td (onmental sensitivity)tj 8.54379 0 td (.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 196.4656 346.8489 tm 0 0 0 1 k -0.017 tc (envir)tj 2.23045 0 td 0.005 tw (onmental education resear)tj 10.63645 0 td 0 tw (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 320.1238 346.8489 tm 0 0 0 1 k -0.017 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 324.3579 346.8489 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 328.7045 346.8489 tm 0 0 0 1 k -0.017 tc 0.005 tw ((4), 369-)tj -30.41161 -1.16667 td 0 tc 0 tw (382.)tj -2 -1.16667 td [(dillon, p)129(. & gayfor)17(d, c. (1997). )37(a)-194(psychometric appr)17(oach to investigating the )]tj 2 -1.16667 td (envir)tj 2.29321 0 td (onmental beliefs, intentions and behaviours of pr)tj 21.69922 0 td (e-service teachers. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 304.8489 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 183.4851 304.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 187.9851 304.8489 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.4851 304.8489 tm 0 0 0 1 k ((3), 283-298.)tj -17.27612 -1.16667 td 0.001 tc 0.124 tw [(dove, j. (1996). student teacher understanding of the gr)17(eenhouse ef)18(fect, ozone)]tj 2 -1.16667 td 0 tc 0 tw (layer depletion and acid rain. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 174.0698 283.8489 tm 0 0 0 1 k (envir)tj 2.31568 0 td (onmental education resear)tj 11.05347 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 302.5549 283.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 307.0549 283.8489 tm 0 0 0 1 k (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 311.5549 283.8489 tm 0 0 0 1 k ((1), 89-100.)tj -30.5061 -1.16667 td 0.016 tc 0.108 tw [(education v)55(ictoria. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 151.0903 273.3489 tm 0 0 0 1 k 0.016 tc 0.108 tw [(investing in the futur)16(e\320envir)18(onmental education for)]tj -10.6767 -1.16667 td 0 tc 0 tw [(v)74(ictoria\325)55(s schools)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 118.8921 262.8489 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49975 0 td 0 tc [(v)55(ictoria, )36(australia: department of education.)]tj -9.59888 -1.16667 td -0.002 tc -0.01 tw (emmons, k. (1997). per)tj 10.20303 0 td (ceptions of the envir)tj 8.92624 0 td (onment while exploring the outdoors:)tj -17.12928 -1.16667 td -0.0001 tc (a)tj 0.74979 0 td 0 tc 0 tw (case study in belize. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 143.9936 241.8489 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 272.4788 241.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 276.9788 241.8489 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 281.4788 241.8489 tm 0 0 0 1 k ((3), 227-344.)tj -27.16431 -1.16667 td -0.003 tc -0.01 tw [(ferr)17(eira, g. (1998). envir)18(onmental education thr)18(ough hiking: a qualitative investi)-1(-)]tj 2 -1.16667 td 0 tc 0 tw (gation. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 84.7026 220.8489 tm 0 0 0 1 k (envir)tj 2.31568 0 td (onmental education resear)tj 11.05347 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 213.1877 220.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 217.6877 220.8489 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 222.1877 220.8489 tm 0 0 0 1 k ((2), 177-186.)tj -20.57641 -1.16667 td -0.012 tc (gayfor)tj 3.00168 0 td (d, c. & dillon, p)tj 6.88873 0 td -0.0122 tc (.)tj 0.47513 0 td -0.012 tc ((1995). policy and the practices of envir)tj 16.80071 0 td (onmental education)tj -25.16626 -1.16668 td -0.015 tc 0.002 tw [(in england: )37(a)-183(dilemma for teachers. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 195.5669 199.8489 tm 0 0 0 1 k -0.015 tc 0.002 tw [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 319.9131 199.8489 tm 0 0 0 1 k -0.0145 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 324.1701 199.8489 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 328.5397 199.8489 tm 0 0 0 1 k -0.015 tc 0.002 tw ((2), 173-)tj -30.3933 -1.16667 td 0 tc 0 tw (184.)tj -2 -1.16667 td -0.008 tc -0.004 tw (gilbert, r. (1996). envir)tj 10.14078 0 td (onmental education. in r. gilbert (ed.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 283.8039 178.8489 tm 0 0 0 1 k -0.008 tc -0.004 tw (studying society and)tj -25.42266 -1.16667 td 0 tc 0 tw [(envir)17(onment: a)-213(handbook for teachers)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.0522 168.3489 tm 0 0 0 1 k -0.0001 tc (.)tj 0.49976 0 td 0 tc (south melbourne, macmillan.)tj -17.72778 -1.16667 td (guba, e. (ed.). (1990). )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 125.4905 157.8489 tm 0 0 0 1 k (the paradigm dialog)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 202.219 157.8489 tm 0 0 0 1 k ((pp. 17-30). newbury park, cal: sage.)tj -18.35767 -1.16667 td 0.01 tc 0.115 tw (hart, p)tj 3.21194 0.00001 td 0.0098 tc (.)tj 0.63476 0 td 0.01 tc ((1996). pr)tj 4.36082 0 td (oblematizing enquiry in envir)tj 13.81002 0.00001 td (onmental education: issues of)tj -20.01754 -1.16669 td 0.02 tc 0.126 tw (method in a study of teacher thinking and practice. c)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 286.6883 136.8489 tm 0 0 0 1 k 0.02 tc 0.126 tw (anadian journal of)tj -25.74315 -1.16667 td 0 tc 0 tw [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 149.2341 126.3489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 153.7341 126.3489 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 158.2341 126.3489 tm 0 0 0 1 k ((1), 56-88.)tj -13.4705 -1.1667 td (hicks, d. (1998). stories of hope: )tj 14.51953 0.00001 td (a)tj 0.9729 0.00001 td (r)tj 0.37695 0.00001 td (esponse to the psychology of despair)tj 16.24707 0.00001 td (.)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 55 105.3489 tm 0 0 0 1 k (envir)tj 2.3157 0 td [(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 183.4851 105.3489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 187.9851 105.3489 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 192.4851 105.3489 tm 0 0 0 1 k ((2), 165-176.)tj -17.2761 -1.1667 td 0.002 tw (hillcoat, j., for)tj 6.5851 0 td (ge, k., fien, j., & baker)tj 10.00424 0.00001 td -0.0001 tc (,)tj 0.50171 0 td 0 tc (j. (1995). \322i think it is r)tj 9.89138 0.00001 td (eally gr)tj 3.301 0.00001 td (eat someone)tj -28.2835 -1.1667 td 0.006 tc 0.119 tw (is listening to us . . .\323: )tj 10.66948 0.00001 td 0 tc (y)tj 0.58165 0.00001 td 0.006 tc (oung people and the envir)tj 12.28994 0.00001 td 0 tw (onment. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 303.4736 84.3489 tm 0 0 0 1 k 0.006 tc (envir)tj 2.34791 0.00001 td (onmental)tj -29.9561 -1.1667 td 0 tc (education resear)tj 7.0266 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 126.4023 73.8489 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 130.9023 73.8489 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 135.4023 73.8489 tm 0 0 0 1 k ((2), 159-172.)tj et 1 w 0 0 0 1 k 36 53.86 m 360 53.86 l s 0 0 0 0 k 36 38.9391 324 11.858 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 36 44.6957 tm 0 0 0 1 k -0.0001 tc (260)tj 24.89865 0.00001 td 0 tc (phillip p)tj 3.91503 0.00001 td (a)tj 0.53614 0.00001 td [(yne &)-278(kate rid)10(dell)]tj et q endstream endobj 22 0 obj << /length 11044 >> stream /gs0 gs 1 g 0 648 0 0 re f q /gs1 gs 0 0 0 0 k 72 63 324 531 re f q /gs1 gs q bt /f2 1 tf 9 0 0 9 73 586.4038 tm 0 0 0 1 k -0.011 tw [(hutchinson, f)92(. (1997). our childr)17(en\325s futur)18(es: )37(ar)18(e ther)17(e lessons for envir)18(onmental)]tj 4 -1.16667 td 0 tw (educators. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 152.4399 575.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 280.925 575.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 285.425 575.9038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 289.925 575.9038 tm 0 0 0 1 k ((2), 189-202.)tj -24.10278 -1.16667 td 0.02 tc 0.183 tw [(jickling, b. & spork, h. (1998). education for the envir)18(onment: )37(a)-398(critique.)]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 554.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 219.4851 554.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 223.9851 554.9038 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 228.4851 554.9038 tm 0 0 0 1 k ((3), 309-328.)tj -17.27612 -1.16667 td -0.012 tc -0.001 tw [(kahn, p)129(. & friedman, b. (1998). on natur)17(e and envir)18(onmental education: black par)1(-)]tj 2 -1.16667 td 0 tc 0 tw [(ents speak fr)18(om the inner city)110(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 212.3022 533.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 340.7873 533.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 345.2873 533.9038 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 349.7873 533.9038 tm 0 0 0 1 k ((1), 25-40.)tj -30.75414 -1.16667 td -0.046 tw [(lugg, a. )-37((1996). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 137.8339 523.4038 tm 0 0 0 1 k -0.009 tw [(pr)18(e-service teachers\325)-188(changing conceptions of outdoor education: a)-204(case)]tj -5.20377 -1.16667 td 0.013 tc 0 tw (study)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 112.1105 512.9038 tm 0 0 0 1 k 0.0135 tc (.)tj 0.63841 0 td 0.013 tc 0.112 tw [(u)-1(n)-1(p)-1(u)-1(b)-1(l)-1(i)-1(s)-1(h)-1(e)-1(d)-1( m)-1(.)-1( e)-1(d)-1( t)-1(h)-1(e)-1(s)-1(i)-1(s)-1(,)-1( l)-1(a)-1( t)90(r)17(obe )1(university)111(, )1(bendigo, )1(v)55(ictoria,)]tj -2.98402 -1.16667 td 0 tc 0 tw (australia.)tj -2 -1.16667 td 0.005 tw [(mason, l. & santi, m. (1998). discussing the gr)19(eenhouse ef)18(fect: childr)17(en\325s collab-)]tj 2 -1.16667 td 0.037 tw [(orative discourse r)18(easoning and conceptual change. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 300.4371 481.4038 tm 0 0 0 1 k 0.037 tw [(envir)18(onmental education)]tj -23.27079 -1.16667 td 0 tw [(resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 123.001 470.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 127.501 470.9038 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 132.001 470.9038 tm 0 0 0 1 k ((1), 67-86.)tj -6.55567 -1.16667 td -0.013 tc [(menter)74(, i. (1996). )37(action r)17(esear)18(ch and school initiatives in envir)18(onmental education:)]tj 2 -1.16667 td 0 tc [(a)-195(r)18(esponse to john elliot. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 193.6233 449.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 322.1084 449.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 326.6084 449.9038 tm 0 0 0 1 k (2)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 331.1084 449.9038 tm 0 0 0 1 k ((3), 375-378.)tj -28.67871 -1.16667 td -0.02 tc 0.008 tw [(palmer)74(, j. (1995). envir)18(onmental thinking in the early years: understanding and mis-)]tj 2 -1.16667 td 0.02 tc 0.117 tw [(understanding of concepts r)18(elated to waste management. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 338.0083 428.9038 tm 0 0 0 1 k 0.02 tc [(envir)18(onmental)]tj -27.44537 -1.16667 td 0 tc [(education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 162.4023 418.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 166.9023 418.4038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 171.4023 418.4038 tm 0 0 0 1 k ((1), 35-46.)tj -10.93359 -1.16667 td -0.008 tc -0.005 tw [(palmer)74(, j. (1998). )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 139.7142 407.9038 tm 0 0 0 1 k -0.008 tc -0.005 tw [(envir)18(onmental education in the 21st century: theory)35(, practice, pr)17(ogr)18(ess)]tj -5.41269 -1.16667 td 0 tc 0 tw [(and pr)18(omise)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 135.0837 397.4038 tm 0 0 0 1 k -0.0001 tc (.)tj 0.4998 0 td 0 tc (london: routledge.)tj -7.39798 -1.16667 td 0.002 tc 0.123 tw (payne, p)tj 3.83737 0 td 0.0024 tc (.)tj 0.62728 0 td 0.002 tc ((1994). restr)tj 5.60383 0 td (ucturing the discursive moral subject in ecological femi-)tj -8.06848 -1.16667 td -0.009 tc -0.004 tw [(nism. in k. w)92(arr)18(en (ed.), )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 189.5933 376.4038 tm 0 0 0 1 k -0.009 tc -0.004 tw (ecological feminism)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 262.7627 376.4038 tm 0 0 0 1 k -0.009 tc -0.004 tw ((pp. 139-157). london: routledge.)tj -21.08474 -1.16667 td 0.02 tc 0.194 tw [(payne, p)129(. (1997). embodiment and envir)18(onmental education. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 338.0084 365.9038 tm 0 0 0 1 k 0.02 tc [(envir)18(onmental)]tj -27.44538 -1.16667 td 0 tc (education resear)tj 7.02661 0 td (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 162.4023 355.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 166.9023 355.4038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 171.4023 355.4038 tm 0 0 0 1 k ((2), 133-154.)tj -10.93359 -1.16667 td 0.005 tc 0.12 tw [(payne, p)129(. (1999). postmodern challenges and modern horizons: education \322for)]tj 2 -1.16667 td 0 tc 0 tw [(being for the envir)17(onment.\323 )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 204.0427 334.4038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)-250(5)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 339.2778 334.4038 tm 0 0 0 1 k ((1), 5-34.)tj -29.58642 -1.16667 td (payne, p)tj 3.69507 0 td -0.0002 tc (.)tj 0.49965 0 td 0 tc [($in pr)17(ess$. childr)19(en\325s conceptions of natur)18(e. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 286.0095 323.9038 tm 0 0 0 1 k (australian journal of )tj -21.66772 -1.16667 td [(envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 185.2341 313.4038 tm 0 0 0 1 k (.)tj -12.47046 -1.16667 td -0.001 tc -0.012 tw [(payne, p)129(. & hickey)110(, c. (1997). t)92(eacher theorising, intellectual r)17(esour)18(ces and praxis)]tj 2 -1.16667 td 0 tc 0 tw [(intentionality)110(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 148.2036 292.4038 tm 0 0 0 1 k [(t)111(eachers and teaching: theory and practice)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 303.8227 292.4038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 308.3227 292.4038 tm 0 0 0 1 k (3)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 312.8227 292.4038 tm 0 0 0 1 k [((1), 101-1)55(17.)]tj -26.64697 -1.16667 td -0.008 tc -0.005 tw [(pozarnik, b. (1995). pr)18(obing into pupil\325s moral judgement in envir)17(onmental dilem-)]tj 2 -1.16667 td -0.003 tc -0.01 tw [(mas: )37(a)-182(basis for teaching values. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 220.7948 271.4038 tm 0 0 0 1 k -0.003 tc -0.01 tw [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 348.2762 271.4038 tm 0 0 0 1 k -0.0029 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 352.6378 271.4038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 357.1118 271.4038 tm 0 0 0 1 k -0.003 tc -0.01 tw ((1), 47-58.)tj -31.56798 -1.16667 td 0.004 tc 0.121 tw [(rickinson, m. & robinson, l. (1999). envir)19(onmental education r)17(esear)18(ch in the)]tj 2 -1.16667 td 0.02 tc 0.226 tw [(classr)18(oom: )37(a)-440(shar)18(ed methodological r)18(eflection by the teacher and the)]tj t* 0 tc 0 tw [(r)18(esear)18(cher)74(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 135.644 239.9038 tm 0 0 0 1 k [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 264.1291 239.9038 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 268.6291 239.9038 tm 0 0 0 1 k (5)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 273.1291 239.9038 tm 0 0 0 1 k ((1), 77-95.)tj -22.23657 -1.16667 td -0.017 tc 0.005 tw [(stevenson, r. (1987) schooling and envir)18(onmental education: contradictions in pur)1(-)]tj 2 -1.16667 td 0 tc 0 tw (pose and practice. in i. robottom (ed.), )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 248.5615 218.9038 tm 0 0 0 1 k [(envir)18(onmental education: practice and )]tj -17.50683 -1.16667 td (possibility )tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 130.408 208.4038 tm 0 0 0 1 k [((pp. 69-82). deakin university pr)17(ess, geelong.)]tj -6.37867 -1.16667 td -0.02 tc 0.008 tw [(t)92(anner)74(, t)74(. (1980). significant life experiences. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 244.2143 197.9038 tm 0 0 0 1 k -0.02 tc 0.008 tw [(journal of envir)18(onmental education)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 370.4607 197.9038 tm 0 0 0 1 k -0.0202 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 374.6664 197.9038 tm 0 0 0 1 k -0.075 tc (11)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 382.8084 197.9038 tm 0 0 0 1 k -0.02 tc ((4),)tj -32.42316 -1.16667 td 0 tc (20-24.)tj -2 -1.16667 td -0.006 tc -0.007 tw [(w)55(ilson, r. (1995). ecological autobiography)111(. )]tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 246.9468 176.9038 tm 0 0 0 1 k -0.006 tc -0.007 tw [(envir)18(onmental education resear)17(ch)]tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 373.6349 176.9038 tm 0 0 0 1 k -0.0058 tc (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 377.97 176.9038 tm 0 0 0 1 k (1)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 382.4176 176.9038 tm 0 0 0 1 k -0.006 tc ((3),)tj -32.37973 -1.16667 td 0 tc (305-314.)tj -2 -1.16666 td -0.024 tc 0.011 tw [(w)49(ylie, j., sheehy)111(, n., mcguinness, c. & or)18(char)17(d, g. (1998). childr)18(en\325s thinking about)]tj 2 -1.16667 td 0.005 tc 0.12 tw (air pollution: )tj 6.29108 0.00001 td 0 tc (a)tj 1.10305 0.00001 td 0.005 tc (systems theory analysis. )tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 260.6256 145.4039 tm 0 0 0 1 k 0.005 tc (envir)tj 2.34143 0.00001 td 0.12 tw (onmental education resear)tj 11.42192 0 td 0 tw (ch)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 392.7514 145.4039 tm 0 0 0 1 k (,)tj et q /gs2 gs /gs1 gs q bt /f1 1 tf 9 0 0 9 91 134.9039 tm 0 0 0 1 k (4)tj et q /gs2 gs /gs1 gs q bt /f2 1 tf 9 0 0 9 95.5 134.9039 tm 0 0 0 1 k ((2), 1)tj 2.1106 0 td (17-138.)tj et 1 w 0 0 0 1 k 72 53.842 m 396 53.842 l s 0 0 0 0 k 72 38.921 324 11.857 re f q /gs2 gs /gs1 gs q bt /f3 1 tf 8.5 0 0 8.5 72 44.6774 tm 0 0 0 1 k [(thinking the en)40(vir)19(onment:)-138(the )80(written epistemolog)-1(y of enquir)-9(y)-6224(261)]tj et q endstream endobj 23 0 obj << /nums[0<>] >> endobj 24 0 obj << /differences[32/space 58/colon 65/a 67/c 69/e 75/k 77/m/n 80/p 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