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'The bud disappears when the blossom breaks through': composing dialectical lectures as environmental education.

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Title: 'The bud disappears when the blossom breaks through': composing dialectical lectures as environmental education.
Authors: Affifi, Ramsey1 (AUTHOR) Ramsey.affifi@ed.ac.uk
Source: Environmental Education Research. Jan2026, Vol. 32 Issue 1, p1-20. 20p.
Subject Terms: *Environmental education, *Critical pedagogy, Dialectic, Social participation, Composition (Art), Plant ecology, Social influence
Abstract: This article illustrates and discusses 'dialectical pedagogy' through reflections on five lectures on plants composed for Environmental Education postgraduates and Initial Teacher science educators. It argues for dialectical pedagogy's place in 'ecologising' environmental education curriculum. Ecologising represents the fallible, ongoing attempt to attend to and improve ecological relations, and ecologising education entails doing so while perceiving educational processes as ecologies arising through open-ended, dynamic, co-constituting relations between living beings. To do so, this article's dialectical approach draws from Hegelian tradition but rejects its deterministic and teleological assumptions, emphasising the flowing and inclusive interplay of thought, where earlier ideas contribute to an organic development rather than being invalidated and dichotomised. My approach considers both the dialectics of thought, the dialectical development of that which thought attends – in this case, plant life – and the dialectic between them. The article presents lecture segments as artistic compositions, demonstrating how dialectical pedagogy can unshackle the life of the mind and its relation to the world. This approach aims to interrupt conceptualisations that deaden perception and participation in arising ecologies, inviting students into considering thinking as a living movement that builds itself up and breaks itself apart while reaching into and caring for the world. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 'The bud disappears when the blossom breaks through': composing dialectical lectures as environmental education.
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  Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Dialectic%22">Dialectic</searchLink><br /><searchLink fieldCode="DE" term="%22Social+participation%22">Social participation</searchLink><br /><searchLink fieldCode="DE" term="%22Composition+%28Art%29%22">Composition (Art)</searchLink><br /><searchLink fieldCode="DE" term="%22Plant+ecology%22">Plant ecology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+influence%22">Social influence</searchLink>
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  Data: This article illustrates and discusses 'dialectical pedagogy' through reflections on five lectures on plants composed for Environmental Education postgraduates and Initial Teacher science educators. It argues for dialectical pedagogy's place in 'ecologising' environmental education curriculum. Ecologising represents the fallible, ongoing attempt to attend to and improve ecological relations, and ecologising education entails doing so while perceiving educational processes as ecologies arising through open-ended, dynamic, co-constituting relations between living beings. To do so, this article's dialectical approach draws from Hegelian tradition but rejects its deterministic and teleological assumptions, emphasising the flowing and inclusive interplay of thought, where earlier ideas contribute to an organic development rather than being invalidated and dichotomised. My approach considers both the dialectics of thought, the dialectical development of that which thought attends – in this case, plant life – and the dialectic between them. The article presents lecture segments as artistic compositions, demonstrating how dialectical pedagogy can unshackle the life of the mind and its relation to the world. This approach aims to interrupt conceptualisations that deaden perception and participation in arising ecologies, inviting students into considering thinking as a living movement that builds itself up and breaks itself apart while reaching into and caring for the world. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2025.2493878
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              Text: Jan2026
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