Connecting with Nature wk 1 - Human nature relationships

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A nature language, metaphors and changing perspectives on self, nature and others

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  • 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.
  • Connecting with Nature wk 1 - Human nature relationships

    1. 1. 1 OEEDU5003 Connecting with Nature Week one A mix of vocational and socially critical reflection (What???)
    2. 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. 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. 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
    5. 5. So what should we do about this?
    6. 6. To be socially critical we need to be open to question taken for granted assumptions and values.
    7. 7. 7 So… You can shape how this course goes
    8. 8. On Moodle now. Metaphors we live by A nature language Keeping a prof. journal
    9. 9. Collaborative/article review sessions
    10. 10. 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.
    11. 11. Nature Diary
    12. 12. Log. Diary. Journal? See Moodle
    13. 13. Nature Diary Constructed knowing = a blend of both rational and emotive thought.
    14. 14. Nature Diary • Robust, portable, insightful, reflective, critical, formative, a resource. • Three tasks
    15. 15. 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
    16. 16. 17 Conceptual framework We need to think and understand how this course ‘hangs together’ conceptually.
    17. 17. 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?
    18. 18. 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!
    19. 19. 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)
    20. 20. 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?
    21. 21. 22 Metaphorical images Nature as a...?
    22. 22. 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 => )
    23. 23. 24 Language and metaphors Make a list of UP words! Make a list of DOWN words.
    24. 24. Museum & Resource store Cathedral Close Friend Part of self Nature as an object Nature as a subject Playground & Gymnasium Perspectives of Nature (Martin 1996)
    25. 25. "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
    26. 26. 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
    27. 27. 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?
    28. 28. 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?
    29. 29. 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?
    30. 30. 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

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