Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences

Julio César Tovar-Gálvez

doi:10.21601/ijese/11879

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Julio César Tovar-Gálvez ¹ ^*

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¹ Martin-Luther-Universität Halle-Wittenberg, GERMANY^* Corresponding Author

Abstract

The interpretation of reality is relevant to transforming environmental contexts. Environmental education (EE) might contribute to building more complex interpretations of reality. It seems that integrating disciplines is a way to reach complexity in interpreting reality. However, it is not easy for professionals and teachers to achieve such integration. Therefore, this paper aims to illustrate different interpretations of reality through specific educational reports on EE. This work is a qualitative and descriptive study of cases. The units to study are experiences in EE. The cases’ selection depends on whether the document describes an experience or a practical proposal on developing EE. The analysis classifies the experiences as monodisciplinary, multidisciplinary, interdisciplinary, inter-epistemological or transdisciplinary. The results describe three cases per category. The discussion highlights that all the interpretations of reality are valuable and contribute, but a more complex framework probably will lead communities to broader and more profound interpretation and action.

Keywords

environmental education
monodisciplinary
multidisciplinary
interdisciplinary
inter-epistemological
transdisciplinary

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, 2022, Volume 18, Issue 3, Article No: e2274

https://doi.org/10.21601/ijese/11879

Publication date: 08 Mar 2022

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Article Downloads: 562

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How to cite this article

APA

Tovar-Gálvez, J. C. (2022). Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences. Interdisciplinary Journal of Environmental and Science Education, 18(3), e2274. https://doi.org/10.21601/ijese/11879

Vancouver

Tovar-Gálvez JC. Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences. INTERDISCIP J ENV SCI ED. 2022;18(3):e2274. https://doi.org/10.21601/ijese/11879

AMA

Tovar-Gálvez JC. Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences. INTERDISCIP J ENV SCI ED. 2022;18(3), e2274. https://doi.org/10.21601/ijese/11879

Chicago

Tovar-Gálvez, Julio César. "Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences". Interdisciplinary Journal of Environmental and Science Education 2022 18 no. 3 (2022): e2274. https://doi.org/10.21601/ijese/11879

Harvard

Tovar-Gálvez, J. C. (2022). Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences. Interdisciplinary Journal of Environmental and Science Education, 18(3), e2274. https://doi.org/10.21601/ijese/11879

MLA

Tovar-Gálvez, Julio César "Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences". Interdisciplinary Journal of Environmental and Science Education, vol. 18, no. 3, 2022, e2274. https://doi.org/10.21601/ijese/11879