{"id":24273,"date":"2023-05-10T07:37:15","date_gmt":"2023-05-10T07:37:15","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=24273"},"modified":"2023-05-10T09:04:20","modified_gmt":"2023-05-10T09:04:20","slug":"outdoor-education-with-philosophy","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/outdoor-education-with-philosophy\/","title":{"rendered":"Outdoor education with philosophy"},"content":{"rendered":"
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Outdoor education with philosophy<\/h1>\n

Programmes and activities for pre-school and primary school<\/strong><\/p>\n<\/div>\n


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\t\u201c Philosophy and outdoor education turn the landscape into a space of discovery in which you read yourself and the world\t\u201d<\/p>\n

For children, being outside the school building means above all moving freely, running, exploring and playing. The new volume Outdoor education with philosophy<\/em> offers activities to do outdoors to allow children to practice, to observe and interpret nature<\/strong>, the landscape and themselves in an active way and with greater awareness. Designing outdoor educational activities<\/strong> requires imagining situations capable of fostering reflective relationships with the surrounding environment, with oneself and with others, in a more articulated and more complex way than children would be capable of spontaneously.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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Structure of the book<\/p>\n

The experiences from which the book originates suggest that philosophical conversation and outdoor education can feed each other,<\/strong> transforming the landscape around the school into an extraordinary space of discovery in which to practice getting to know oneself and the world.<\/strong><\/p>\n

Why and in what sense does philosophy have to do with it? Philosophy<\/strong> has something to do with it because it gives voice and impulse to the reflexive relationship of human beings with nature and with themselves and because, intertwined from the very beginning with other fields of knowledge and human creativity (from literature to science, from history to art), and fueled by the emotion of “wonder”, it can inspire questions, doubts and hypotheses that cross the traditional disciplinary boundaries.<\/strong><\/p>\n

34 outdoor educational activities<\/p>\n

The book offers 34 outdoor educational activities<\/strong>, divided into 4 macro areas and designed to invite children to “<\/strong>learn beyond” what they already know<\/strong> (or think to know) to relate hypotheses and intuitions never thought of before:<\/p>\n<\/div>\n

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Thoughts to explore <\/strong>
\n7 activities suggest questions about forms and transformations of nature and the world around us, looking at the visible with new eyes and going in search of the invisible<\/p>\n<\/div>\n

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Observation techniques <\/strong>
\n10 activities propose to explore the landscape with a critical eye, learning to decipher its signs, stories and hidden possibilities \u201cbetween the lines\u201d<\/p>\n<\/div>\n

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Learning about the landscape in the landscape <\/strong>
\n10 activities remind us how to live in nature with respect, nurturing the sense of limits and sensitivity to connections, so lacking in our species and so essential for the challenges of the 2030 Agenda<\/p>\n<\/div>\n

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Creativity exercises <\/strong>
\n7 activities help to recognize the innumerable connections between art, nature and landscapes, stimulating individual and group creativity<\/p>\n<\/div>\n<\/div>\n

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The chapters have a recurring structure:<\/p>\n<\/div>\n

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the idea to start: <\/em><\/strong>here is the starting point of each activity, with the fundamental questions from which to set up the philosophical conversations and research to be done outdoors<\/p>\n<\/div>\n

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outdoor activities: <\/em><\/strong>descriptions of the activities to be proposed outdoors<\/p>\n<\/div>\n

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how to document: <\/em><\/strong>suggestions on how the proposed activities could be documented<\/p>\n<\/div>\n<\/div>\n

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collaboration: <\/em><\/strong>suggestions for involving families or other stakeholders in the community (libraries, museums, associations, etc.) in the activities<\/p>\n<\/div>\n

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connections: <\/em><\/strong>connections with topics traditionally studied in school or with other chapters of the book, with cues to accompany conversations and to reflect on what is being done in multiple directions<\/p>\n<\/div>\n

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other sources: <\/em><\/strong>indications of other sources (books, picture books, websites, etc.) that could be consulted to deepen and expand the proposed activities<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Leaf through some selected pages from the book that have been translated into English to facilitate your evaluation:<\/strong><\/p>\n