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Educating For and Through Nature: A Merleau-Pontian Approach

机译:为大自然而进行的教育:梅洛-庞特方法

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This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the body as central to our encounter with nature and the educational implications. The introduction argues that central to one’s understanding of nature is one’s understanding of oneself and the world. To some extent, our current environmental problems are related to a negative understanding of nature. The meaning of nature and our relationship with it will be elaborated by the exploration of the key significance of body to be found in Merleau-Ponty’s philosophy. It will be argued that overall, our understanding of the body may be central to reconnecting humankind and nature. Such a re-conceiving of the part played by the body in our relationship with nature may re-orient education towards a love of nature: ecophilia.
机译:本文旨在根据法国哲学家莫里斯·梅洛·庞蒂(Maurice Merleau-Ponty)探索人与自然之间的关系以及所谓的“亲爱的亲密关系”。从Merleau-Pontian关于身体与自然的观点中可以看出,人类与自然之间的关系可能比通常所设想的更为和谐,因此可能产生对教育的另一种理解。在引言之后,本文分为三个部分:对自然的意义的探索,作为我们与自然相遇的核心的身体的可塑性以及教育意义。引言认为,对自然的理解的中心是对自我和世界的理解。在某种程度上,我们当前的环境问题与对自然的负面理解有关。自然的意义以及我们与自然的关系将通过对梅洛·庞蒂哲学中所发现的身体的关键意义的探索来阐述。可以说,总的来说,我们对身体的理解对于重新连接人类与自然至关重要。对身体在我们与自然的关系中所扮演的角色的这种重新构想,可能会使教育重新适应对自然的热爱:生态学家。

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