Published: 22022-12-31 — Updated on 2023-08-09

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Forest pedagogy and the first path of its theoretical conceptualizations

Michał Paluch
Pedagogical Forum
Section: Topic
https://doi.org/10.21697/fp.2022.2.02

Abstract

The content of the article is an attempt to open a perspective of pedagogical research in which the child and the adult do not constitute the cognitive center, but face the expression of Nature, literally the Forest, as a pedagogical medium. The capital letter also appears - non-standard - in the proposed concept of nature-Languaging, which may be a cultural and native reference to Anglo-Saxon nature-writing. While the latter exposes the aesthetic and artistic value of a testimony to contact with nature in the form of personal essays, the nature-Languaging aesthetics, with its ethical and pragmatic justification, is the ability to be silent, listen to your own listening, whisper, stutter, and generally speaking - a balanced way of speaking. This proposal is an attempt to indicate a possible theoretical and practical foundation of forest pedagogy, without undertaking in depth reflections on the methodology of its own subject. Therefore, the article highlights, first of all, the achievements of contemporary humanistic thought in Poland (duality, versus, unlearning, deep competences, acuological pedagogy), which may constitute conceptualization of the first paths initiating a definitional, semantic and, in the future, methodological basis for an inter- and transdisciplinary initiative called forest pedagogy.

Keywords:

duality, ego vs eco, un-learning, deep competences, forest pedagogy, nature-writing, nature-Languaging, acouological education

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Paluch, M. (2023). Forest pedagogy and the first path of its theoretical conceptualizations. Pedagogical Forum, 12(2), 17–30. https://doi.org/10.21697/fp.2022.2.02 (Original work published December 31, 2022)

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