Wilderness as a Learning Place

Miles, John C.

doi:10.1080/00958964.1987.9943486

Cited by 25 publications

(6 citation statements)

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“…From such an exercise, the students understand the role of each ecological component. Other researchers such as Miles (1986) and Partridge (1984) had used nature as part of the learning place to understand environment.…”

Section: Resultsmentioning

confidence: 99%

Environmental Educational Youth Action Task Program

Rahman¹,

Kadir²,

Kalia

et al. 2008

TLC

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An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards environmental good sense. Five activities were conducted with the volunteers as moderators. The main objective of the camp was to create more perceptive understanding on the environmental importance to the community, and the need for the community to protect the environment. The students were brought to the realms of nature and issues currently plaguing our towns, cities and countryside. With the coming in contact with nature, the veracity of the environmental issues was infused into the students. The activities began with an ice breaking sessions with the facilitators, jungle trekking, ‘life chain’, ‘issues and its realities’, ‘action plan’ and wrapped by developing resolutions. Each of these activities were practical learning and fun filled experiences that were well guided by facilitators who were themselves dedicated volunteers in the youth action task program. The program ended with meeting the teachers at the respective schools to further develop the activities at school, interschool, and community and intercommunity levels. It is also hoped that these students will be able to be continuously be active in the youth action task program and be the advocates and proponents to support the environment.

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Section: Resultsmentioning

confidence: 99%

Environmental Educational Youth Action Task Program

Rahman¹,

Kadir²,

Kalia

et al. 2008

TLC

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“…Wilson (1993) further tells us that ‘the immediacy of the natural environment involves focusing awareness on the here and now and helps young children become more aware of their environment, which includes the self’ (p. 4). This awareness helps Julian understand how he is interdependent with nature, and this may result in a ‘greater respect for life and appreciation for other life forms and even other persons’ (Miles, 1986–1987, p. 37).…”

Section: Observation #3: Summer — Stawamus River; Julian Is 2 Years and Sidney Is 8 Weeksmentioning

confidence: 99%

Ecological Identity, Empathy, and Experiential Learning: A Young Child's Explorations of a Nearby River

Humphreys

Blenkinsop

2018

Aust. J. environ. educ.

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This article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

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“…Outdoor learning type programs, a form of experiential learning, have earned a strong reputation for their effectiveness in achieving immediate gains (Hattie, Marsh, Neill, & Richards, 1977), facilitating team building (Ewert & Heywood, 1991) in addition to increased feelings of self and personal competence (Miles, 1987;Paxton, 1999), and fostering group cohesion and cooperation (von Behren, 1979).…”

Section: Types Of Experiential Learningmentioning

confidence: 99%