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. |
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| 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] |
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| Database: | Education Research Complete |
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