connecting with nature wk 1 - human nature relationships
DESCRIPTION
A nature language, metaphors and changing perspectives on self, nature and othersTRANSCRIPT
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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
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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