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OEEDU5003 Connecting with Nature

Week oneA mix of vocational and socially critical reflection

(What???)

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

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

Educational ideology revisited•Competency based assessment (CBT)

•Reproduction of social orderVocational

•Middle order knowing (Meritocracy)•Serves conservative interests

Liberal progressive

•High order critical thinking and evaluation. Constructed knowledge

•Critique and emancipation

Socially critical

So what should we do about this?

To be socially critical we need to be open to question taken for granted assumptions and values. ?

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So…

You can shape how this course goes

On Moodle now. Metaphors we live byA nature languageKeeping a prof. journal

Collaborative/article review sessions

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.

Nature Diary

Log. Diary. Journal? See Moodle

Nature Diary

Constructed knowing = a blend of both rational and emotive thought.

Nature Diary

• Robust, portable, insightful, reflective, critical, formative, a resource.

• Three tasks

Three tasks

1. A nature autobiography2. 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

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Conceptual framework

We need to think and understand how this course ‘hangs together’

conceptually.

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?

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!

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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)

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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?

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Metaphorical images

Nature as a...?

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 => )

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Language and metaphors

Make a list of UP words!

Make a list of DOWN words.

Museum&

Resource store

Cathedral

Close Friend

Part of self

Nature as an object

Nature as a subject

Playground&

Gymnasium

Perspectives of Nature(Martin 1996)

"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

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

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?

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?

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?

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