Engaging Students’ Imaginations in Their World
Conclusion: Some Final Remarks and Suggestions 157
Conclusion Some Final Remarks and Suggestions This book sets its sights pretty high. It does, after all, aim to change the world. How? If we accept that a new understanding of the world is required, specifically, a new sense of humankind’s relationship to nature, then we need a means to get there. This book’s small, yet important, contribution towards cultivating the ecological understanding we so desperately require, is a pedagogy equipped to develop it. Imaginative Ecological Education can resolve the weaknesses in current approaches to Ecological Education that are making the efforts of even the most well-intentioned teachers ineffective in developing ecological understanding. Imaginative Ecological Education supports the development of ecological understanding in at least five ways that current approaches to Ecological Education do not. First, Imaginative Ecological Education brings the development of ecological understanding to a more central position in the curriculum, by introducing an ecological perspective to all topics. Second, it suggests ways to take learning outside and encourages all teachers to consider the value in doing so. Third, it supports Somatic understanding. By routinely and meaningfully developing the body’s tools for making sense of the world, students may be able to not only directly experience the wildness that surrounds them, but may also learn to pay more attention to their somatic encounters. While we encounter the world with our bodies all the time, we may not be open to paying attention to, and focusing on, our Somatic understanding. Moreover, by engaging the body in learning in profound...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.