A Critical Ecohermeneutic Approach to Education
chapter seven—hermeneutics deep in the clearcut
hermeneutics deep in the clearcut
of the thousands of things
we always forget
millions of larger-than-human things
accomplish the three Rs
from to and of
even the smallest of streams
(Denholm, 2014, p. 16)
Let’s take a soil sample of the educational landscape. What are some of the cultural values and conventions the Canadian education system cultivates in future generations? Not specific prescribed learning outcomes or the “core competencies” evident in all areas of learning, but a sample of the topos from which our educational experiences emerge. Notwithstanding the potential fecundity of the intellectually rich traditions, disciplines and cultural artifacts that comprise the curriculum1 or the commitment of particular teachers to impart and model reflexive ways of thinking and an ethics of care—the substratum of education remains constituted by competition, abstraction, compliance, fatalism and ← 97 | 98 → dominion. Environmental educators Sean Blenkinsop and Chris Beeman add to the sample:
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