Section 5 Indigenous Land‐based, Forest School and Place‐based Education
Notice bibliographique
Résumé
Running through the special issue is the question not only of how education can contribute to transforming our understanding of and relation to the environment in order to better respond to the crisis we face but also how education itself needs transforming in order that it might better do so. Section 5 begins with Sean Blenkinsop and Mark Fettes's discussion of indigenous knowledge and the need to acknowledge the prior relationship to the land, which has been denied and from which we can learn. Western education, including environmental education, is ill-equipped to deal with environmental crises, so heavily implicated is it in industrial capitalism and our alienation from the more-than-human world. We need to allow indigenous understandings of our relationship to the world to inform educational responses to the crises we face, a process of reconciliation as well as transformation. Yulia Nesterova explores how this might be achieved in her discussion of the ‘Facing the Mountain’ programme in Taiwan. An education that brings indigenous ways of knowing into the sphere of education is a matter of justice as well as an offering of hope for sustainable ways of living, acknowledging the value of what was once deemed worthless. That there is something very pragmatic as well as spiritual about this, is echoed in Simon Heath's interview with Diana Beresford-Kroeger. What emerges in the course of the interview, framed by Jeff Stickney, is how Beresford-Kroeger's work on the place of trees, woods and forests in our lives leads to the thought that what we want from education and what education should be become two sides of the same coin. David Sobel continues in this vein in his discussion of the place of outdoor education, an education that truly engages the hand and the heart, as well as the head. Sobel urges us to consider that an education in the forest is not simply replicating the classroom outside but transforms the very nature of the educational experience. Continuing with the theme of place, Jeff Stickney begins by offering a philosophical history of place-based education, drawing on Dewey in talking about the preparatory work that goes into planning an outdoor excursion, before providing a case study using the University of Toronto campus where he teaches to illustrate the benefits of taking a multi-disciplinary and genealogical approach that leads students into making their own inquiries. In the final article in this section, outdoor activity sits at the heart of Michael Bonnett's concept of ‘emplaced transcendence’, which Stickney introduces before it is taken up by Bonnett. Bonnett draws out its implications for educational practice in becoming attuned to what is happening in nature, necessitating a slowing down of educational processes to allow time for pausing and dwelling and providing opportunities for receiving and responding to nature.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».