In its ontological presuppositions, epistemological interests and methodological deliberations, critical theory of environmental education research (EER) is simultaneously scientific, normatively (and reflexively) critical, and non-idealistically practical. It is, therefore, a theory of practice, or praxis. Critical EE and its research aim for personal, social and ecological forms of justices achieved transformatively through the de and reconstruction of pedagogical, curriculum, policy and research practices that reconstitute various injustices. Missing from this reconstructive critique is the crucial role of aesthetics and the importance of affectivity in generating meaning about the agency of the researched by the researcher/actor. In this small scale self study of aesthetics and affectivity, we report on the deliberations of a workshop spread over two days about the aim of framing EER as a triad of environmental aestheticsenvironmental ethics -ecopolitics. We emphasize how sensuous ethnography in walking provided a methodological means within the mobility genre of interpretive research. We aim to generate meaning about the concept of ecosomaesthetics needed in a new language and images of environmental education. Some key images are included in the following text while others are referenced and available on-line (see footnote 7).Key Words: Ecosomaesthetics. Praxis. Walking/sensuous ethnography. AFECTIVIDAD EN LA INVESTIGACIÓN EN EDUCACIÓN AMBIENTAL ResumenEn sus presuposiciones ontológicas, intereses epistemológicos y deliberaciones metodológicas, la teoría crítica en la investigación en educación ambiental (IEA) es a la vez científica, normativamente (y por reflejo) crítica y, de forma no-idealista, práctica. Es, por lo tanto, una teoría de la práctica, o praxis. La EA crítica, y su objetivo de investigación de formas personales, sociales y ecológicas de justicia han logrado transformativamente a través de la
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