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dc.contributor.authorBowers, C. A.
dc.date.accessioned2008-10-08T18:15:59Z
dc.date.available2008-10-08T18:15:59Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/1794/7411
dc.description178 p.en
dc.description.abstractThe focus in the following chapters is on the different ways that language, which is now represented in most classrooms from the early grades through graduate school as a conduit in a sender/receiver process of communication, carries forward many of environmentally destructive misconceptions of the past. Each chapter examines, within the context of different discourses, how the layered metaphorical nature of the language/thought connection continues to reinforce the same mindset that underlies a number of key characteristics of Western culture that still are not being addressed—even by environmental thinkers.en
dc.format.extent435469 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.subjectEducational changeen
dc.subjectEducation -- Social aspectsen
dc.subjectEnvironmental educationen
dc.subjectEnvironmental ethics -- Study and teachingen
dc.titleToward a Post-Industrial Consciousness: Understanding the Linguistic Basis of Ecologically Sustainable Educational Reformsen
dc.typeBooken


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