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Road, snow effect, setting sun. Rouen Museum of Fine Arts<\/p><\/div>\n
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If you are shown a painting by Claude Monet (right), what do you see?\u00a0Two children, walking on a snowy road …<\/p>\n
And on the next photo?\u00a0A rabbit on the lookout, ears pricked up\u2026 Few people will mention trees with bare branches, in the first case, or meadow daisies, in the second.<\/p>\n
If you are in this situation, you are\u00a0suffering<\/em><\/a>\u00a0from “plant blindness”\u00a0.\u00a0In many children, this results in a lack of interest in plants compared to animals: a child will always prefer to raise a rabbit rather than cultivate a planter of daisies ..<\/p>\n This concept was first demonstrated in\u00a01998 by James Wandersee and Elizabeth Schussler<\/a>\u00a0and is now widely documented by scientists.\u00a0It is the fact of not seeing the plants that surround us and of not being aware of their status as living beings.<\/p>\n However, the omnipresence of the plant world and its importance for life on Earth are well established.\u00a0According to\u00a0figures published in 2018<\/a>\u00a0, all plants weigh 450 gigatons (Gt) of carbon out of the 550 Gt of total terrestrial biomass, or 82%!\u00a0And, from a qualitative point of view, plants are essential to all life on the planet because, through their\u00a0photosynthesis<\/a>\u00a0, they are a\u00a0privileged entry point<\/a>\u00a0for carbon in the cycles of living things.<\/p>\n In addition, through their ability to store organic matter, plants are formidable carbon sinks, a powerful lever in the fight against global warming.\u00a0From a nutritional point of view, they are sources of food for humanity and are, or have been, for a majority of human civilizations through the ages, the basis of our diet.<\/p>\n Botanical blindness is often a corollary of the lack of nature syndrome (\u00a0“<\/a>\u00a0nature\u00a0deficit”<\/a>\u00a0), a concept invented by the American journalist Richard Louv in 2004, and widely studied since by researchers in psychology and cognitive sciences.<\/p>\n In February 2020, a study published in\u00a0Frontier Psychology<\/em><\/a>\u00a0shows that children connected to nature are happier than others, and more able to develop \u201csustainable\u201d behaviors.\u00a0We can therefore clearly see that botanical blindness and the lack of nature are a real problem for the future, the great challenges of our century being linked to plants (fight against global climate change, food security, the need for new drugs to treat diseases. diseases\u2026).\u00a0These problems could have disastrous consequences in the short term not only on the environment, but also on human health.<\/p>\n What are the roots of botanical blindness syndrome?\u00a0This would first find its breeding ground in the very properties of plants: their lack of movement and their apparent insensitivity do not attract attention, especially as the lack of contrast in their colors causes them to blend in. the decor\u2026<\/p>\n And our brains, bombarded with thousands of daily information, tend to\u00a0filter signals<\/a>\u00a0and\u00a0focus our attention<\/a>\u00a0on what is vital or deadly right now for us.\u00a0By their intrinsic properties, plants are part of the signals that are systematically discarded,\u00a0more than animals<\/a>\u00a0\u2026 We look at the plant world without seeing it!<\/p>\n The botanical blindness syndrome also takes root in the very education of children, in contact with the first educators who are their parents.\u00a0Indeed, children’s (re) knowledge of plants is\u00a0positively correlated with that of their parents<\/a>\u00a0, if the latter consider themselves essential to the transmission of this knowledge.\u00a0Parental involvement could therefore be a determining factor in the fight against botanical blindness.<\/p>\n Then, at school, the teaching of plant sciences is\u00a0insufficiently present<\/a>\u00a0in school curricula, even at the University in the fields of training for future teachers.\u00a0And, when a botany education is given, it is often considered\u00a0too theoretical by the students<\/a>\u00a0.\u00a0However, here too, the trend would be easy to reverse with programs dedicated to the\u00a0knowledge of biodiversity<\/a>\u00a0and the\u00a0practice of science in the classroom<\/a>\u00a0.<\/p>\n In France, however, school programs have already offered effective leverage since 2007, in so-called\u00a0\u201cEducation for\u201d<\/a>\u00a0lessons\u00a0, and among them, ESD,\u00a0\u201cEducation for sustainable development\u201d<\/a>\u00a0.\u00a0However, the major problem surely still lies in the lack of time and space devoted to this teaching, in the annual progression of classes.<\/p>\n For the researcher\u00a0Jean-Louis Martinand<\/a>\u00a0, \u201cthere is EDD if, and only if, it is issues of human development and environmental sustainability that constitute the\u201c contents \u201dof this\u201c education \u201d, in a\u201c pragmatic and democratic system \u201d. .\u00a0And precisely, the \u201c1 2 3 Plant’haie\u201d device fits into these two dimensions.<\/p>\n The\u00a0Maison pour la science en Auvergne<\/a>\u00a0(MPSA) is a department of\u00a0Clermont Auvergne University<\/a>\u00a0, located in Clermont-Ferrand, on the scientific campus.\u00a0Created in 2012 by the University of Clermont, under the impetus of the\u00a0Fondation la Main \u00e0 la P\u00e2te<\/a>\u00a0itself under the aegis of the Academy of Sciences, it organizes and runs, in partnership with the\u00a0rectorate of the Acad\u00e9mie de Clermont<\/a>\u00a0, professional development actions in science intended for school teachers and college teachers in the academy.\u00a0The trainers involved in these actions are teacher-researchers and researchers from the University, in tandem with field trainers, primary and secondary teachers.<\/p>\n In September 2018, the Maison pour la science en Auvergne created the\u00a0\u201c1 2 3 Plant’haie! \u00bb<\/a>\u00a0, In partnership with the rectorate and with the financial support of the\u00a0Yves Rocher Foundation<\/a>\u00a0.\u00a0Impacting the four departments of Auvergne, the system makes it possible to set up a rural hedge, chosen by the classes, in the 31 participating schools and colleges.\u00a0It also offers teachers enrolled in the\u00a0continuing science education system (18 to 24 hours face-to-face)<\/a>\u00a0support for their science projects in class, and the provision of educational material for their classes.<\/p>\n In 2018-2019, the constitution of each hedge was chosen by the several thousand students of the chosen schools, at the end of a long-term work on the knowledge of plant biodiversity around the school, the choice of species to be implanted and the reasons for these choices.\u00a0More than 800 hazelnut, hawthorn, rosehip, maple, sloe and other medlar plants\u2026 joined schoolyards in spring 2020, planted by the students themselves.<\/p>\n All the hedges, from the smallest to the largest, constitute as many \u201cwitness\u201d hedges of those that grow (or grew!) In the countryside of the municipalities concerned.<\/p>\n The school hedge, beyond being the concretization of this class work, will become over the years a real object of science available at the door of the classroom, close and familiar to the students.\u00a0It is an evolving tool that will grow over the years, welcoming more and more biodiversity, a piece of nature reconstituted in the courtyard for a careful observation of the life of the hedge and its functions over the seasons.<\/p>\n It is also a tool making it possible to bring together all the disciplines of the school: sciences of course, with the biology of plants and animals, physics, technologies, but also maths,\u00a0French through the production of writings and oral<\/a>\u00a0, without forgetting the well-being together and the well-being of the student who participates in the human development of ESD.<\/p>\n \u201c1 2 3 Plant’haies\u201d can only survive if it relies on a network of local partners, essential relays for it to take root in the field.\u00a0It is first and foremost the educational community in the broad sense.\u00a0Beyond the teacher, there are the school or college staff who also get their hands dirty with class projects (ATSEM in nursery classes, cooks in some schools, school management staff, etc.).<\/p>\n At the level of the districts and departments, it is the teaching teams of the academic inspectorates who ensure the logistics of the training courses delocalized in the departments, and who closely support the class projects.<\/p>\n With a view to co-education, the families of the students are also the natural partners of the project.\u00a0Thus, the work of identifying species, the surveys carried out by the students with the village elders, the plantation itself in the spring of 2020, all these times have been the occasion to open here and there the door to the school for parents or grandparents, making the device an intergenerational project.<\/p>\n Finally, beyond the educational community, the actors of civil society were approached by the schools themselves: the town halls of the communes, elected officials and municipal employees, trainers of\u00a0the Permanent Center of Initiatives for the Environment<\/a>\u00a0(CPIE ) or members of “nature” associations, specialized structures supporting employees or pupils with disabilities (\u00a0ESAT du Marand<\/a>\u00a0in Puy-de-D\u00f4me,\u00a0EREA d’Aurillac<\/a>\u00a0in Cantal), volunteer inhabitants and volunteers from the municipalities … Finally, the\u00a0Mission Haie Auvergne<\/a>\u00a0advised, supervised the order and delivered the plants, produced locally by an Auvergne nursery, for the 36 hedges planted in spring 2020.<\/p>\n \u201c1 2 3 Plant’haie\u201d is therefore ultimately a powerful tool for integrating school into society.\u00a0Its dissemination continues: today \u201c1 2 3 Plant’haie\u201d is also present in the Maisons pour la science\u00a0in Brittany<\/a>\u00a0and\u00a0Alsace<\/a>\u00a0.<\/p>\nThe origins of evil<\/strong><\/h4>\n
The “1 2 3 Plant’haie” device<\/strong><\/h4>\n
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<\/p>\nA project that integrates local partners<\/strong><\/h4>\n