Section 5 Indigenous Land‐based, Forest School and Place‐based Education
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".