{"id":62346,"date":"2022-04-05T03:33:24","date_gmt":"2022-04-05T07:33:24","guid":{"rendered":"https:\/\/world.edu\/?p=62346"},"modified":"2022-04-05T03:33:24","modified_gmt":"2022-04-05T07:33:24","slug":"in-town-are-nature-schools-possible","status":"publish","type":"post","link":"https:\/\/world.edu\/in-town-are-nature-schools-possible\/","title":{"rendered":"In town, are \u201cnature\u201d schools possible ?"},"content":{"rendered":"

\"\"<\/p>\n

More than 80% of the French population is\u00a0urban<\/a>\u00a0and, with it, the vast majority of schools.\u00a0How then can most students be able to benefit from these open-air classes that we are talking about more and more?\u00a0Can school in nature really become the\u00a0educational revolution of the 21st century<\/a>\u00a0\u00a0?<\/p>\n

First, let’s remember that, if the term \u201cnature\u201d implies a place where greenery prevails over concrete, it is also important to pay attention to the small vegetated corners and parks present in the city.\u00a0It is necessary to remember that under the tar there is earth.<\/p>\n

Despite the urban densification, nature is present around us, all the time, whether it is a park, shared gardens, trees along an avenue or planted on roofs and even the sky where an invisible biodiversity lives (bacteria, fungi and yeasts transported by water droplets).\u00a0The current policy of\u00a0revegetation of urban spaces<\/a>\u00a0opens up new perspectives for teachers.<\/p>\n

With the proliferation of strategic projects qualified as “nature city”, “green city” or\u00a0“green and blue grid”<\/a>\u00a0, it is a question of developing a more resilient city, of limiting the consequences of global warming, which translates into by reducing urban heat islands, therefore by planting trees or installing green roofs.\u00a0So many elements that are\u00a0levers and resources<\/a>\u00a0for a school outside the city.<\/p>\n

School outside the city, a real need<\/strong><\/h4>\n

The enthusiasm for school outside cannot be reduced to the period of health crisis and confinement that we have experienced;\u00a0teaching in nature and with nature is a necessity and a need.\u00a0Indeed, beyond the idea of\u00a0\u200b\u200bnature deficit<\/a>\u00a0, studies show the interest of nature for psychic balances,\u00a0health in general<\/a>\u00a0or\u00a0creativity<\/a>\u00a0, fundamental elements for a harmonious education respectful of the\u00a0needs and of the biological rhythm of children and adolescents<\/a>\u00a0.<\/p>\n

The densification of cities has clearly reduced the links between human beings and their environments.\u00a0Combined with growing sedentarization, confining children to cramped spaces, this development has only accelerated the gap between young children and nature, even as they aspire to move, run and enjoy spaces of Hobbies.<\/p>\n

Curricula in most disciplines insist, particularly through environmental education, on knowledge of the links between human beings and nature.\u00a0<\/span>Marie Jacqu\u00e9<\/span><\/a>\u00a0emphasizes the importance of teachers’ diverse conceptions of nature.\u00a0It can indeed be the representation of a nature without the human species: a nature to be respected, to be preserved for itself.\u00a0From this perspective, a sensitive approach to nature is preferred.<\/span><\/p>\n

But nature can also be like an ecosystem to be understood in its relationships between living beings.\u00a0This approach contributes skilfully to favoring cooperative teaching practices, exchanges with peers and mutual aid.<\/span><\/p>\n

Dans tous les cas, les enseignants qui pratiquent cette \u00e9cole dehors en ville font le choix d\u2019ancrer leurs apprentissages au plus pr\u00e8s du r\u00e9el, afin que leurs \u00e9l\u00e8ves r\u00e9alisent des observations in situ qui serviront de support pour des apprentissages en classe. Car, paradoxalement, l\u2019impact du b\u00e2ti humain peut permettre l\u2019observation d\u2019une biodiversit\u00e9 compos\u00e9e de refuges pour certaines esp\u00e8ces animales et v\u00e9g\u00e9tales suite \u00e0 la destruction des espaces naturels. C\u2019est ainsi que peuvent s\u2019\u00e9laborer en ville des projets, supports de la biodiversit\u00e9, tels que les\u00a0<\/span>Aires Terrestres \u00c9ducatives<\/span><\/a>\u00a0ou les ABC de biodiversit\u00e9, la\u00a0<\/span>labellisation E3D<\/span><\/a>\u00a0des \u00e9coles et \u00e9tablissements.<\/span><\/p>\n

This evolution is not only school but thought on extracurricular times with the creation of the\u00a0<\/span>grounds of adventures<\/span><\/a>\u00a0, educational spaces allowing the children to appropriate natural spaces.<\/span><\/p>\n

Walking and revegetation class<\/strong><\/h4>\n

The class-walk represents one of the most emblematic and obvious activities of the school outside.\u00a0It is part of French school history and\u00a0<\/span>a living school<\/span><\/a>\u00a0.\u00a0At the beginning of the 20th\u00a0\u00a0century, the pedagogues \u00c9lise\u00a0<\/span>and\u00a0<\/span><\/sup>C\u00e9lestin Freinet<\/span><\/a>\u00a0resumed this activity to make it an\u00a0<\/span>emblematic practice .<\/span><\/a>of their pedagogy by giving it a multidisciplinary aim and allowing children to really be the actors of their learning.\u00a0This walk is an opportunity to develop with children their sensitivity to the environment, and to encourage direct experimentation with nature.\u00a0For the Freinet spouses, this activity is a lever for radically transforming the ways of teaching and learning by developing mutual aid, sharing and cooperation between children.<\/span><\/p>\n

Today, it can be a tool for developing this school with nature in the city.\u00a0Admittedly, the administrative measures sometimes make it difficult to leave a class outside, nevertheless the objective is not to go far, but rather to observe the nearby space where nature is present in all its forms.<\/span><\/p>\n

The current movement of revegetation of playgrounds is an opportunity to develop the school outside within the establishments themselves.\u00a0The advantages are not limited to imagining a flexibility of learning places, but to developing more resilient spaces in the face of global warming.\u00a0This also makes it possible to fight against the risk of flooding in certain cities and to create movement corridors for animal species.<\/span><\/p>\n

Going from the paved courtyard to the naturalized courtyard, bringing nature into the courtyard is an opportunity to rethink teaching practices, by developing a vegetable patch, a garden, by implementing disciplinary or multidisciplinary projects at all levels from first to of the second degree.\u00a0Easy access, the absence of specific administrative measures are all means of transforming these vegetated spaces into pivots in the construction of learning, with times for reading but also for calculation or simply for resting in nature during meridian breaks.<\/span><\/p>\n

Transforming the way you teach involves deep reflection on what you want and can do.\u00a0It is a\u00a0<\/span>velvet revolution<\/span><\/a>\u00a0in the sense that in the end, it is not a question of changes falling within a break with his previous teaching but of a fluid and complementary process.<\/span><\/p>\n

Author Bio: <\/strong>Sylvain Wagner is University Professor in Educational Sciences, Faculty of Education at the University of Montpellier<\/em><\/p>\n

This article was co-written with Corine Martel, educational advisor and director of the EducNatu’re center in Restincli\u00e8res and lecturer at the Faculty of Education of the University of Montpellier.<\/p>\n","protected":false},"excerpt":{"rendered":"

More than 80% of the French population is\u00a0urban\u00a0and, with it, the vast majority of schools.\u00a0How then can most students be able to benefit from these open-air classes that we are talking about more and more?\u00a0Can school in nature really become the\u00a0educational revolution of the 21st century\u00a0\u00a0? First, let’s remember that, if the term \u201cnature\u201d implies […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428976],"coauthors":[11733],"class_list":["post-62346","post","type-post","status-publish","format-standard","hentry","category-education","tag-naturalized-courtyard"],"acf":[],"yoast_head":"\nIn town, are \u201cnature\u201d schools possible ? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/in-town-are-nature-schools-possible\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"In town, are \u201cnature\u201d schools possible ? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"More than 80% of the French population is\u00a0urban\u00a0and, with it, the vast majority of schools.\u00a0How then can most students be able to benefit from these open-air classes that we are talking about more and more?\u00a0Can school in nature really become the\u00a0educational revolution of the 21st century\u00a0\u00a0? 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