Phenomenology, Environmental Protection, and Pedagogy. Attempt of a Synthetic Approach

Phenomenology is a philosophical discipline dedicated to the scientifically rigorous and accurate study of conscious experience. It was founded by the Austro-German mathematician and philosopher Edmund Husserl (1859–1938) and has become one of the most influential philosophical and intellectual movements of the 20th and 21st centuries. Its impact extends beyond philosophy, enriching the arts as well as a wide range of disciplines, including the humanities, social and political sciences, ethics, law, pedagogy, economics, psychology, psychiatry, psychopathology, cognitive sciences, and even certain branches of the natural sciences. Phenomenology has also influenced non-academic domains, particularly in applied political, ethical, and normative fields. It has played a significant role in academic and non-academic discussions on ecological issues, particularly environmental protection. Due to the works of Edmund Husserl, Martin Heidegger, Max Scheler, Hans Jonas, Maurice Merleau-Ponty, and many others, eco-phenomenology (or ecological phenomenology) emerged as an independent field of study by the 1960s at the latest. Additionally, phenomenology has profoundly influenced pedagogy, as researchers have recognized that its first-person perspective-related approach can be particularly effective in communicating with and educating children (e.g., Manen, 1982). In our present age, environmental protection has become an increasingly urgent issue. In response, environmental education and pedagogy have gained significant relevance in addressing today’s ecological crisis. This study outlines a synthetic approach that seeks to unify two disciplines: eco-phenomenology and environmental pedagogy. Our central claim is that phenomenological methods can significantly enhance the effectiveness of environmental education and pedagogy.