地点、空间和时间:从拓扑学角度看以森林学校为基础的生存教育模式

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ruth Unsworth
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引用次数: 0

摘要

本文探讨的问题是:"在森林学校课程中,教师如何塑造儿童与森林场所的联系,并建立存在和认知的教育方式(一种存在的教育模式)?过去十年来,森林学校 "运动 "在欧洲日益流行,同时,课外学习(LOTC)领域也明显扩大。这场运动的部分重点在于发展儿童与自然关系的重要性。然而,很少有文献谈到儿童与自然的关系是如何体现的,以及对教育的存在(和认知)方式的影响。本文跳出了 "自然缺失症 "的流行概念,将森林学校教育重新想象为一种特定教育模式的有意构建,它依赖于儿童与森林地点联系的精心演变。在本文中,"地方 "一词必然是复杂的,本文认为,只有通过(社会)拓扑学视角和生存模式理论的最新发展,我们才能开始充分理解地方联系。本文以人种学数据为基础,主张在建立教育的存在模式和相关的地方联系时,应更加关注在多维时空中构建的物质性和意义之间的交叉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Place, space and time: A topological perspective of a forest school-based educational mode of existence
This paper explores the question: ‘how do teachers shape children’s connections to forest places and establish educational ways of being and knowing (an educational mode of existence) during Forest School sessions?’. A Forest School ‘movement’ has grown in popularity in Europe over the last decade, alongside a marked expansion in the field of learning outside the classroom (LOTC). Part of this movement has focused on the importance of developing children’s relationship with nature. However, little literature speaks to how child-nature relationships manifest, nor implications for educational ways of being (and knowing). This paper steps outside of popularised notions of ‘nature deficit disorder’ to reimagine Forest Schooling as intentional construction of a specific educational mode of existence, reliant upon careful evolution of children’s connections to forest places. The term ‘place’ is necessarily complicated in this paper, arguing that only through recent developments in (social) topological perspectives and theories of modes of existence can we begin to fully understand place connection. Drawing on ethnographic data, this paper argues for greater focus on intersections between materiality and meaning constructed in multidimensional time and space in establishing educational modes of existence and related place connections.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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