Download - 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 [email protected]