Teacher's environmental thinking: Ethos-Body in a sense of Bio-Geo-Poetic Inhabiting

Abstract

This writing emerges as part of a doctoral research in Education. It shows a qualitative investigation comprehended as a philosophical, epistemic aesthetic, bio-poetic and environmentally educational style, built on a particular inquiry method, by being immersed in educational institutions so as to find evidence, signs and features of the teachers' environmental thinking. These aspects are combined, and put together in a plateau of thought known as trends in environmental thinking, which in turn, become a crucial finding in the thesis, in environmentally philosophical terms. This thesis contributes to the transformation of the teacher's environmental thinking, through a plateau of thinking in key modes of inhabiting the earth, and the thinking of the world of life, stated as ethos-body in a sense of bio-geo-poetics inhabiting. Finally, this research shows investigative effects that announce the empowerment of the teacher's environmental thinking, and promote a decisive incorporation of an environmental philosophy in his/her environmental thinking so as to transform environmental education.