Nature as a Peace Educator: Toward Inner Peace through Learning and Being in Natural Environments

Autor/inn/en	Patel, Jwalin; Ehrenzeller, Carlotta
Titel	Nature as a Peace Educator: Toward Inner Peace through Learning and Being in Natural Environments
Quelle	In: Journal of Environmental Education, 54 (2023) 5, S.294-305 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patel, Jwalin) ORCID (Ehrenzeller, Carlotta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2023.2261389
Schlagwörter	Physical Environment; Nontraditional Education; Outdoor Education; Learning Processes; Peace; Ecology; Well Being; Caring; Foreign Countries; Elementary School Teachers; Teacher Attitudes; Principals; Administrator Attitudes; Secondary School Teachers; Germany; India + Suchen Sie Ihr Suchwort? Natürliche Umwelt; Non-traditional education; Alternative Erziehung; Freiluftunterricht; Learning process; Lernprozess; Frieden; Ökologie; Well-being; Wellness; Wohlbefinden; Care; Pflege; Sorge; Betreuung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Principal; Schulleiter; Deutschland; Indien
Abstract	Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children's innate relationship with nature. We bring together two ethnographic case studies -- in India and Germany -- in alternative schools, which actively incorporate nature in their learning processes for children aged 6-13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01