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Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular ways.

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Title: Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular ways.
Authors: Kondo, Junko1 (AUTHOR) junkok1004@gmail.com, Baars, Roger C.1 (AUTHOR)
Source: Environmental Education Research. Aug2025, Vol. 31 Issue 8, p1658-1673. 16p.
Subject Terms: *Environmental education, *Outdoor education, *Nature study, *Teaching methods, Agent (Philosophy), Cross-cultural studies, Anthropocene Epoch
Geographic Terms: Japan
Abstract: This study explores the Yamanoko Program, a forest education initiative in Shiga, Prefecture, Japan, to examine how outdoor environmental education approaches can offer a transformative perspective on educational culture, fostering respect for and interconnectedness with more-than-human agency. The study aims to inspire discussions on more-than-human agency and nature as a co-teacher, incorporating post-humanist perspectives, viewed through a lens of local, social, and cultural contexts. Drawing on the concept of Wild Pedagogies and grounded in interactions between educators, students, and more-than-humans, this study highlights how mindful interconnectedness and respect for more-than-human agency can foster profound learning opportunities. Field observations suggest that educators in Yamanoko, who embrace amateurism and respect the agencies of both learners and more-than-humans, effectively facilitate meaningful engagement with more-than-human agency as a co-teacher for students. The critical re-examination of concepts that have long been considered 'benign', such as conventional constructivism and professionalism, can facilitate a transformative shift in educational culture towards a more respectful worldview. This consideration leads to re-discover the culturally ingrained sense of vernacular 'nature as a co-teacher', which is often practiced unconsciously, and highlights its distinction from the prevailing stewardship pedagogy. Through cross-cultural exchange, we can explore and deepen these practices in pluralistic vernacular ways. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular ways.
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  Data: This study explores the Yamanoko Program, a forest education initiative in Shiga, Prefecture, Japan, to examine how outdoor environmental education approaches can offer a transformative perspective on educational culture, fostering respect for and interconnectedness with more-than-human agency. The study aims to inspire discussions on more-than-human agency and nature as a co-teacher, incorporating post-humanist perspectives, viewed through a lens of local, social, and cultural contexts. Drawing on the concept of Wild Pedagogies and grounded in interactions between educators, students, and more-than-humans, this study highlights how mindful interconnectedness and respect for more-than-human agency can foster profound learning opportunities. Field observations suggest that educators in Yamanoko, who embrace amateurism and respect the agencies of both learners and more-than-humans, effectively facilitate meaningful engagement with more-than-human agency as a co-teacher for students. The critical re-examination of concepts that have long been considered 'benign', such as conventional constructivism and professionalism, can facilitate a transformative shift in educational culture towards a more respectful worldview. This consideration leads to re-discover the culturally ingrained sense of vernacular 'nature as a co-teacher', which is often practiced unconsciously, and highlights its distinction from the prevailing stewardship pedagogy. Through cross-cultural exchange, we can explore and deepen these practices in pluralistic vernacular ways. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Anthropocene Epoch
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      – SubjectFull: Japan
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              Text: Aug2025
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