This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book introduces the development of environmental anthropology as a distinct sub-field and its central theoretical issues, and provides extensive intellectual histories and commentary by the contributors. It investigates the sub-fields of environmental anthropology and provides a wide breadth of lenses through which to view the human-environmental relationship. The book delves into the connections between knowledge, belief, and sustainability, and the rich repository of ethical history and practical knowledge that can inform current sustainability efforts. It addresses the urgent issues related to resilience and vulnerability to natural hazards, disasters, and the rippling effects of climate change. The book explores recent developments in the relationship between anthropology and the environment from the perspective of justice. It focuses on the important intersections of health, population, and the environment, combining insights from different sub-disciplines related to anthropology. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Routledge Handbook of Environmental Anthropology". on 08/12/16 available online: https://doi.org/10.4324/9781315768946 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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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. 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 a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
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from the article: Abstract Based on a review of recent literature, this paper addresses the question of how urban planners can steer urban environmental quality, given the fact that it is multidimensional in character, is assessed largely in subjective terms and varies across time. The paper explores three questions that are at the core of planning and designing cities: ‘quality of what?’, ‘quality for whom?’ and ‘quality at what time?’ and illustrates the dilemmas that urban planners face in answering these questions. The three questions provide a novel framework that offers urban planners perspectives for action in finding their way out of the dilemmas identified. Rather than further detailing the exact nature of urban quality, these perspectives call for an approach to urban planning that is integrated, participative and adaptive. ; ; sustainable urban development; trade-offs; quality dimensions
