The Future of Education
Allying with Plants: Pedagogical Components of Designing a Nature Journaling Experience
Irida Tsevreni, University of Thessaly (Greece)
Abstract
The ecological crisis of the Anthropocene is fundamentally a perceptual crisis defined by experiential and sensorial disconnection from the more-than-human world [1]. It is also a value crisis defined by human exceptionalism, reflecting our inability to perceive the unique otherness of nonhuman creatures such as plant beings beyond their utility as resources [2]. There is a need for transformative tools to reconnect with the more-than-human world. This study examines the pedagogical components of planning and implementing a nature journaling experience [3] with a focus on the human-plant relationship. Drawing on a systematic review of selected scientific literature, the findings of the study outline pedagogical principles and didactical techniques for the design of environmental education experiences that emphasize the empowerment of learners’ relationships with plants through the practice of nature journaling. The study is aimed at teachers of environmental education and education for sustainability, especially for preschool and early childhood school levels, who wish to strengthen the experiential and holistic relationship of their students with the world of plants.
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Keywords |
Nature journaling, plants, environmental education/education for sustainability, more-than-human world |
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REFERENCES |
[1] Abram, D. (1997). The spell of sensuous. Perception and language in a more-than-human world. New York: Vintage Books. [2] Myers, N. (2018). How to grow livable worlds: Ten not-so-easy steps. In K. O. Smith (ed.), The World to Come (pp. 53-63). Florida: Harn Museum of Art. [3] Cormell, J., & Ivey, T. (2012). Nature journaling. Enhancing students’ connection to the environment through writing. Science Scope, 35(5), 38-43. |
