2. Educational ideology revisited
• To prepare students for work
• A prior determination of contentVocational
• Preparation for life. Personal development
• Curriculum based on major disciplines
Liberal
progressive
• Active social members to create a fairer and
less troubled world
• Knowledge is socially constructed. Reflection
and critique are central
Socially
critical
3. Educational ideology revisited
• End job analysed and delineated
• Master/teacher is authorityVocational
• 3 ‘R’s’ to develop practical, social and
expressive knowledge
• Progressively yields control, strong knowledge
base
Liberal
progressive
• More negotiated learning
• Teachers as co-ordinator / facilitator
Socially
critical
4. Educational ideology revisited
•Competency based assessment
(CBT)
•Reproduction of social order
Vocational
•Middle order knowing (Meritocracy)
•Serves conservative interests
Liberal
progressive
•High order critical thinking and
evaluation. Constructed knowledge
•Critique and emancipation
Socially
critical
11. Collaborative/article review
sessions
In specific class times as listed in CD.
Research/read 2 papers of interest (by week?).
(22 x 2 = 44 articles total!)
You will share your summary and
implications in no more than 5 minutes.
Bring 23, one page (max.) copies of your
summary of main points = the readings
packet!
Send a PDF of the articles to Geoff.
15. Nature Diary
• Robust, portable, insightful, reflective,
critical, formative, a resource.
• Three tasks
16. Three tasks
1. A nature autobiography
2. A Nature diary that records place visits
and summary learning entry
- a project of re-connection!
3. An in-class presentation
More on this later
18. 3 questions for this course
1. How do we understand our connections
to nature?
2. What are the consequences of
connections?
3. How do we teach to develop stronger
connections to nature?
19. Language for HNR is a problem
• Language development and conceptual
development are parallel phenomena.
• Patterns of human to nature interaction?
(on Moodle) How do you interact with
nature?
• What are the patterns of interaction we
have that make life with nature rich?
What things that are part of a flourishing
relationship with nature? Make a list!
20. 20
Metaphorical images as a guide
to human nature relationships
A metaphor is not a reality – but
then reality isn’t real either!
(Multiple constructed realities)
21. 21
Knowledge is culturally
constructed and socially
mediated.
How much memory do you need for a months
internet use?
What wood is best to burn on a fire?
How do you cook on an open fire?
Where can you catch fish and how?
23. Metaphorical images
Because language is metaphorical and also
imaginary, words are imbedded with
assumed behaviours and values.
http://theliterarylink.com/metaphors.html
(link on Moodle, or scan => )
26. "people never used to go just hunting
especially, they used to go walking around
and see what might happen. They walked
for their energy, or to make their body feel
good, or to brighten their spirit, just walking
around on Country." pg. 150
Iwenhe Tyrerrtye – on what it means to be an aboriginal person.
Margret Kemarre Turner IAD Press 2010
27. Natural Place Activity
• Close eyes – imagine a natural place from
childhood or some time in the past
• Think about what the place:
– Looks like
– Smells like
– Feels like
– Sounds like
• Write a short poem – pick keys
words/metaphors
• Perform
28. Autobiography: Connection Story
- see diary outline
• Do you have a connection with
natural places?
–If so, how do you connect?
–What are these places?
–Do you have connections with some
natural places & not others?
• Where/when has your relationship
started?
–What is your first memory of nature
relationship?
29. Autobiography: Connection Story
- see diary outline
• Are there particular experiences that
helped you connect with natural
places?
–Contemplate childhood experiences
with nature. What was significant about
them?
–What feelings are associated with
them?
• What helps you connect with natural
places?
30. Autobiography: Connection Story
- see diary outline
• What does the environment /
natural world mean to you?
–What has influenced your ways of
thinking, viewing nature /
relationships with nature?
• Why have you chosen to teach in
an outdoor environment?
31. Nature Diary Outline – Assessment
criteria
Choosing a place – it must be accessible!!
– Canadian Forest
– The Gong
– White Swan
– Enfield State Park
– Mt Buninyong
– Creswick SP
– Lake Esmond
– Union Jack
– St Georges Lake
– Lal Lal Forest
Notas do Editor
Review ideology of education. Vocational – status quo Social critical – emancipatory aims. So more sustainable future for humanity and nature. Thinking outside the box. Questioning taken for granted assumptions. Giving a voice to the voiceless.
A scaffold to juxtaposition ideas. Connecting is an emerging central idea in OE. The questions – take note on whiteboard. What does connecting with nature mean? Do people connect or develop a relationship with nature? How does this happen? What motives are there for HNR development? How can we teach for HNR development? What is my relationship with nature? What are the implications for me as an outdoor education leader? Language is a problem – conceptual development and language development are parallel phenomena
DOWN more sustainable living demands reduced consumption, recognition of cyclical time and the non-linear aspects of progress, acknowledgement of emotional as well as rationale thinking, recognition that health may involve slowing down. UP success, monetary reward and excellence.
Is sustainability up or down? Nature up or down?
Object = thing devoid of feeling and consequence Subject – more like us – has moral and ethical rights. Playground = Inherent values in each image. Play is not work Resources are valued for what they give to humanity mostly. Worthless cliff, choss, rubbish, weeds. Cathederal - Reverence and awe – beauty. Implied behaviours –powerfully situationist Close friends are what we all have. Implications for action and behaviours in teaching to get close to nature?? Part of self?? Differing cosmology Deep Ecology vs relational self model of eco-feminism.