go to siberia and learn a lesson

Go to Siberia andLearn a Lesson

Lasse LovénDevelopment manager

Metsähallitus Natural Heritage ServicesFinland

More practical than theoretic Ideas derived from Finnish mythology Ideas developed in Finnish wilderness Experiences and education Models for developing edu-services Connecting forest to us

This presentation

Growth, increment,

Renewing Ecological

adaptation Resilience Learning

Understanding Experiencing Self estimation Development Wilderness

Basic terminology

Henry David Thoreau“I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had

to teach, and not, when I came to die, discover that I had not lived.”

Walden Civil Disobedience

Forest and Lake People4000 BC 1000 AD

Forest – Mother Earth

Shelter Source of nutrients Social environment Learning and

growth Survival Innovations Spirit Language

Tangible and intangible

Berries, mushrooms

Herbs Biodiversity Recreation Health Information Ecosystem

services

Resilience

9

Lands and waters of State/Metsähallitus

Forest land in managed forests, 3.5 million ha

Poorly productive and non-productive land, 1.5 million ha (excluded from forestry)

Protected areas, wilderness reserves and other areas, 4.0 million ha

Water areas, 3.4 million haPublic water areas

In total 12.4 million ha

Finnish national parks as learning environments

Network ofVisitor Centres

• For hobbyists• For nature lovers• For schools• For nature tourists• For scientists• For locals• For SMEs

Engagement - to nature and its values

Engaging people is the key – not so much administrative managing which may alienate people from the parks (Alan Watson, Aldo Leopold Institute)

Target groups for park services

Youth Schools Seniors Nature

enthusiasts Nature

tourist Families

Ecosystem Services

Supporting Provisioning Regulating Cultural

AestheticSpiritual

EducationalRecreational

Constituents for well-being

Forest and Health

Research in METLA And universities Global network Health trails Forest therapy Wilderness

therapy Nature therapy Green prescription

The Finnish story 1835, 1849

Oral education Moral code Over generations Knowing-

understanding Knowledge-wisdom Role models Largest collection in

world Finnish identity

Väinämöinen and Joukahainen

Old and young Deep understanding-

thin knowledge Penalty and revenge Basic conflict New beginning New issues

Kullervo

Non-adaption Cultural conflict Poor self-esteem Miss-understanding Bullying Struggle Unfortunate War Curse Sisu - guts

Lemminkäinen

Love War Challenges Learning Not learning

Educational symbolism

Light - enlighten

Road - trail Walking above

waters Wandering Transformation Nature´s spirits Metaphor as

edu-method Allegory as a

tool

Disappeared initiation

Spiritual connection lost

Institutions weaken

Traditions forgotten

New wheels - are they rolling

Experience education

Experimental physics Applied sciences Experience oriented

tourism Experience education Green education Hands-on Methods

for learning and understanding

Learning adventuring or what

Framework for green education

Deweys four basics ◦ 1. social interference◦ 2. research and

innovations◦ 3. doing and

constructing◦ 4. artistic

Connect school with society

School in nature

Extra mural school Camp school Nature school Curriculum – nature Learning environment Learning modules Edu-service network

Global pattern for green edu -service

Material Content

Activities Cultural touch Byond daily

borders Natural touch Network service Multi-functional

benefits

Extreme adventure

High demand

Safety as challenge

Responsibility for teacher and service producer

Monitoring the results

Community resilience

How to organise a forest-edu service

3-4 helix model:

◦ scientific knowledge◦ educational

understanding◦ service design◦ learning environment

management

EduTourism is:

• formal or informal • education and life long learning• in unique natural, historical &

multi-cultural environments • tourism program or product

offering • participants travel to a location

with the primary purpose of a learning experience

Forest-edu tourism service development model

Step 1. Recognise Stakeholders, experts and actors, Step 2. Analyse the integration of different

objectives and the players Step 3. Analyse and create commitments on the

roles of the players in the development process Step 4. Create an organisation with structure to

solve the issues of integration Step 5. Organise the Know-flow in the forest-edu

service development process and monitor the outcomes.

Step 6. Organise an effective communication and marketing

Common model for environmentaleducation; integration

Public authorities

Education expert organisationBusiness Enterprises

Integration of the sector interests in the forest-edu services

For-EDU

Tourism

Services

Research

& Edu.

expertise

National

park

Municipality

Region

Gov.

organizations

School

Tourism

SMEs

NGOs

The basic stakeholders recognised for the For-edu service development

KEY ACTOR

EXPERT TEAM

FOREST-EDU

FORUM

Layers of the organisation in developing the forest-edu service

Networks

Key ActorService

coordinator

Science andEdu-

expertise

ENV manager

Supportingservices

Marketing

The network for the Key Actor of the forest-edu services

Outside the normal day

New and strange Not easy Wild Safe but risky Resilience skills

needed There and back

again

What is the wild Siberia

Edu-story as manuscript

Hero Stranger -

clue Motive to go

to the trail Tools Borders

crossed Innovation

needed What was

found and learnt

Thank youlasse.loven@metsa.fi