A Critical Ecohermeneutic Approach to Education
chapter one—this is the mystery: meaning
this is the mystery: meaning
Sun, moon, mountains and rivers are the writing of being, the literature of what-is. Long before our species was born, the books had been written. The library was here before we were. We live in it…
When you think intensely and beautifully, something happens. That something is called poetry. If you think that way and speak at the same time, poetry gets in your mouth. If people hear you, it gets in their ears. If you think that way and write at the same time, then poetry gets written. But poetry exists in any case. The question is only: are you going to take part, and if so, how?
(Bringhurst, 2006, p. 143)
The term critical ecohermeneutics has a nice ring. Clear and academic undertones issue from its obvious casting within the hermeneutic tradition. The critical suggests a resounding ethical concern, perhaps a tenor of the radical spirit of days past; the lingering vibes of bygone generations reminding us to remember refusal, renewal, relation. The eco suggests an expedient and timely retrofit; setting a new tone for sustainable and holistic ways of understanding in a world confronted by an escalading ecological crisis. Clear as a bell.
But a subtle subterranean tremble, a polyphonous intimation emanating from somewhere beneath its surface definition has given me pause. What is the meaning of this tremulous gesture? This field of compositions diffused
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