Environmental identity and natural resources: A dialogical learning process

Frans Meijers, Reinekke Lengelle, Helen Kopnina

Research output: Contribution to journalJournal Articlepeer-review

7 Citations (Scopus)


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.

Original languageEnglish
Article number11
Issue number1
Publication statusPublished - 1 Mar. 2016


  • Dialogical learning
  • Dialogical self theory
  • Environmental education
  • Environmental identity
  • New environmental paradigm


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