Nature as a peace educator: Toward inner peace through learning and being in natural environments

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jwalin Patel, Carlotta Ehrenzeller
{"title":"Nature as a peace educator: Toward inner peace through learning and being in natural environments","authors":"Jwalin Patel, Carlotta Ehrenzeller","doi":"10.1080/00958964.2023.2261389","DOIUrl":null,"url":null,"abstract":"AbstractToday the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it.Keywords: Peace educationnature educationinner peaceecocentric pedagogiescross-cultural ethnographies AcknowledgmentsWe are grateful to all the participants for their openness and willingness to share their insights, stories and time with us. Additionally, we appreciate Professor Hilary Cremin’s guidance, support, and dedication towards rewilding education . Furthermore, the support of the Cambridge Trust, the Economic Social Research Council (ESRC) UK, and the Stiftung der Deutschen Wirtschaft (sdw) are gratefully acknowledged.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In line with Southern epistemology and ethics the research participants were given the option of being named or kept anonymous. Robinson-Pant (Citation2005) and Patel (Citation2023) provide cross-cultural perspectives, especially in the context of the global south, and recognize the contentious nature of using anonymization. In line with the schools and participants choice, data from Indian contexts has not been anonymized.2 The researcher, in discussion with school leaders and participants, decided to anonymize all data. Thus, Malaya school is a pseudonym and all participants’ names from the German context have been changed.","PeriodicalId":47893,"journal":{"name":"Journal of Environmental Education","volume":"11 1","pages":"0"},"PeriodicalIF":1.7000,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Environmental Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00958964.2023.2261389","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

AbstractToday the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it.Keywords: Peace educationnature educationinner peaceecocentric pedagogiescross-cultural ethnographies AcknowledgmentsWe are grateful to all the participants for their openness and willingness to share their insights, stories and time with us. Additionally, we appreciate Professor Hilary Cremin’s guidance, support, and dedication towards rewilding education . Furthermore, the support of the Cambridge Trust, the Economic Social Research Council (ESRC) UK, and the Stiftung der Deutschen Wirtschaft (sdw) are gratefully acknowledged.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In line with Southern epistemology and ethics the research participants were given the option of being named or kept anonymous. Robinson-Pant (Citation2005) and Patel (Citation2023) provide cross-cultural perspectives, especially in the context of the global south, and recognize the contentious nature of using anonymization. In line with the schools and participants choice, data from Indian contexts has not been anonymized.2 The researcher, in discussion with school leaders and participants, decided to anonymize all data. Thus, Malaya school is a pseudonym and all participants’ names from the German context have been changed.
自然作为和平教育者:通过学习和在自然环境中获得内心的平静
摘要今天,教育的希望远远超出了知识转移的简化主义和现代主义方法。这项研究表明,沉浸在自然环境中的体验可以带来具体化的学习方式,超越人类世,可以塑造儿童与自然的内在关系。我们汇集了两个民族志案例研究——在印度和德国——在另类学校,这些学校积极地将自然融入到6-13岁儿童的学习过程中。我们发现,在这两种情况下,自然都被视为和平教育者:教授关键概念和技能,促进生态生活和存在方式,为幸福和内心和平创造条件,以及相互的学生与自然的关怀关系。我们呼吁进行本体论和认识论的转变,使自然不只是工具化,而是认识到儿童在自然中的内在价值,与自然学习,从自然中学习,而不是关于自然。关键词:和平教育自然教育内心和平生态中心教学法跨文化民族志感谢所有与会者的开放和愿意与我们分享他们的见解、故事和时间。此外,我们感谢希拉里·克雷明教授对野化教育的指导、支持和奉献。此外,感谢剑桥信托基金、英国经济社会研究理事会(ESRC)和德国经济研究基金会(sdw)的支持。披露声明作者未报告潜在的利益冲突。注1根据南方认识论和伦理学,研究参与者可以选择匿名或匿名。Robinson-Pant (Citation2005)和Patel (Citation2023)提供了跨文化视角,特别是在全球南方的背景下,并认识到使用匿名化的争议性。根据学校和参与者的选择,来自印度背景的数据没有被匿名化研究人员在与学校领导和参与者讨论后,决定将所有数据匿名化。因此,马来亚学校是一个笔名,所有来自德国背景的参与者的名字都被改变了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
6.20
自引率
12.90%
发文量
26
期刊介绍: Any educator in the environmental field will find The Journal of Environmental Education indispensable. Based on recent research in the sciences, social sciences, and humanities, the journal details how best to present environmental issues and how to evaluate programs already in place for primary through university level and adult students. University researchers, park and recreation administrators, and teachers from the United States and abroad provide new analyses of the instruction, theory, methods, and practices of environmental communication and education in peer-reviewed articles. Reviews of the most recent books, textbooks, videos, and other educational materials by experts in the field appear regularly.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信