環境知の特性と批判的実在論の可能性

－環境教育への認識論的アプローチ－

抄録

  This article reviews the historical development of epistemological paradigms in the research on environmental education (EE) with emphasis on the potential of critical realism, which has gained scholarly attention over the past two decades. The study aims to achieve this objective by examining the broad literature regarding the social scientific perspectives on the environment in areas such as environmental sociology, political ecology, environmental politics and EE, because these fields have experienced an increased influence of critical realism. As a background to this trend, the article illustrates that critical realism has its merits when dealing with environmental issues (or ‘environmental knowledge’) by providing a theoretical basis for understanding their socially constructed aspects without overlooking realistic approaches, thus enabling interdisciplinary and mixed-method inquiries. Such strengths are essential to the research on EE and practice thereof. Despite the significant potential of critical realism, this study also indicates the importance of methodological discussions for further acceptance of this approach in EE research because, similar to other epistemological positions, critical realism provides unique conditions and constraints for research activities.