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ABSTRACT
The paper discusses alienation from the more-than-human world and the need for nature pedagogies through the experience of nature journaling in an environmental education course in higher education. Students at a University Department of Early Childhood Education in Greece engaged in nature journaling through an assignment that encouraged them to explore their connection with the more-than-human world and reflect on their experience. The research results revealed different ways that the students experienced and connected with the more-than-human world. Nature journaling appeared to be a multilayered pedagogical tool of experience, collaboration, participation, reflection and enjoyment in environmental teaching and learning in higher education.
Acknowledgements
I would like to thank the students who participated in the nature journaling assignment of the Environmental Education class of spring 2016 at the Department of Early Childhood Education of the University of Thessaly. Their work and enthusiasm was the inspiration and driving force of this paper and of the extension of my reflections regarding environmental education teaching in new directions. I am grateful to the anonymous referees and the executive editor of the journal for their valuable suggestions.