A nature language, metaphors and changing perspectives on self, nature and others

1. 1
OEEDU5003 Connecting with
Nature
Week one
A mix of vocational and socially critical reflection
(What???)

2. 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

3. 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

4. Educational ideology revisited
•Competency based assessment
(CBT)
•Reproduction of social order
Vocational
•Middle order knowing (Meritocracy)
•Serves conservative interests
Liberal
progressive
•High order critical thinking and
evaluation. Constructed knowledge
•Critique and emancipation
Socially
critical

5. So what should we do about
this?

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

7. 7
So…
You can shape how this course
goes

9. On Moodle now.
Metaphors we live by
A nature language
Keeping a prof. journal

10. Collaborative/article review
sessions

11. 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.

12. Nature Diary

13. Log. Diary. Journal? See Moodle

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

15. Nature Diary
• Robust, portable, insightful, reflective,
critical, formative, a resource.
• Three tasks

16. Three tasks
1. A nature autobiography
2. 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

17. 17
Conceptual
framework
We need to think and understand
how this course ‘hangs together’
conceptually.

18. 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?

19. 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!

20. 20
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)

21. 21
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?

22. 22
Metaphorical images
Nature as a...?

23. 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 => )

24. 24
Language and metaphors
Make a list of UP words!
Make a list of DOWN words.

25. Museum
&
Resource
store
Cathedral
Close Friend
Part of self
Nature as
an object
Nature as
a subject
Playground
&
Gymnasium
Perspectives of Nature
(Martin 1996)

26. "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

27. 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

28. 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?

29. 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?

30. 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?

31. 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