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/
MULTIFILE
Expos, festivals and events have become increasingly important as tools of urban developmentin recent decades. The competitive drive to put cities on the global map has led many to adoptevent-based strategies, including the creation of ‘eventful cities’, ‘festival cities’ and ‘eventportfolios’. World Expos have taken on a particular significance as ‘pulsar events’ that canshape the host city through urban development, increased tourism and place branding. Eachhost city also uses the event in a different way, and gives it a unique flavour that tempers theeventual effects. This paper reviews the literature on World Expos and their effects, identifyingthemes including Place branding, Tourism flows, Resident attitudes and Architecture and urbandevelopment. It then analyses the experience of Barcelona, twofold Expo host and a‘paradigmatic’ example of a city developed through mega events.
MULTIFILE
This book describes how policy workers and administrators of local councils and non-profit organisations can contribute to a social domain in which the people’s strengths are better utilized within the framework of the Social Support Act (Wmo). The book is built up around the three assignments a government sees itself faced with: - The transformation from less of a system world to more of a lifeworld. - The transformation from ‘steering’ in a less top-down to a more bottom-up way. - The transformation from less deductive to more inductive learning and development. In this book they describe how representatives of steering force can contribute to this transformation. In their conclusion, the authors state these representatives cannot ultimately fulfill the role of director in the transformation of the social domain geared to the strengths in the lifeworld. They can help to make the transformation less dependent on ‘higher powers’. The authors end their book with recommendations and suggestions for further research on the topic of WMO. This book is a translated version of “Outreachend besturen in tijden van transitie”, published by Movisie.
