ABSTRACT
Martin Buber's philosophy of dialogue offers an epistemic and ontological orientation upon which an ecological identity can be established as part of an integrated, environmental education. I consider here the significance of a relational self in establishing this ecological identity, as well as the benefits of doing so. This relational, dialogical self is developed through a comprehensive, integrated approach to nurturing dialogical capacities: becoming aware by confirmation of the other, and empathic inclusion. In turn, these capacities can be developed through a praxis of dialogue that includes artistic, contemplative, and relational pedagogical practices.
