540
Views
0
CrossRef citations to date
0
Altmetric
SPECIAL ISSUE - Teaching About Climate Change in the Midst of Ecological Crisis: Responsibilities, Challenges, and Possibilities

Learning in nature: An amplified human rights-based framework

ORCID Icon
Pages 1159-1169 | Received 01 Oct 2021, Accepted 23 Jan 2022, Published online: 04 Feb 2022

References

  • AFP (2020, September 3). Indian school paints village walls for outdoor pandemic classes. https://gulfnews.com/world/asia/india/indian-school-paints-village-walls-for-outdoor-pandemic-classes-1.1599113778454
  • Alcock, I., White, M. P., Pahl, S., Duarte-Davidson, R., & Fleming, L. E. (2020). Associations between pro-environmental behaviour and neighbourhood nature, nature visit frequency and nature appreciation: Evidence from a nationally representative survey in England. Environment International, 136, 105441. https://doi.org/10.1016/j.envint.2019.105441
  • Bentsen, P., Andkjaer, S., & Ejbye-Ernst, N. (2009). Friluftsliv: Natur, samfund og paedagogik [Friluftsliv: Nature, society and education]. Munksgaard Danmark.
  • Bijnens, E. M., Derom, C., Thiery, E., Weyers, S., & Nawrot, T. S. (2020). Residential green space and child intelligence and behavior across urban, suburban, and rural areas in Belgium: A longitudinal birth cohort study of twins. PLOS Medicine, 17(8), e1003213. https://doi.org/10.1371/journal.pmed.1003213
  • Carrus, G., Scopelliti, M., Lafortezza, R., Colangelo, G., Ferrini, F., Salbitano, F., Agrimi, M., Portoghesi, L., Semenzato, P., & Sanesi, G. (2015). Go greener, feel better? The positive effects of biodiversity on the well-being of individuals visiting urban and peri-urban green areas. Landscape and Urban Planning, 134, 221–228. https://doi.org/10.1016/j.landurbplan.2014.10.022
  • Carrus, G., Scopelliti, M., Panno, A., Lafortezza, R., Colangelo, G., Pirchio, S., Ferrini, F., Salbitano, F., Agrimi, M., Portoghesi, L., Semenzato, P., & Sanesi, G. (2017). A different way to stay in touch with ‘Urban Nature’: The perceived restorative qualities of botanical gardens. Frontiers in Psychology, 8, 914. https://doi.org/10.3389/fpsyg.2017.00914
  • Chatelet, A. M. (2008). A breath of fresh air: Open-air schools in Europe. In M. Gutman & N. De Coninck-Smith (Eds.), Designing modern childhoods: History, space, and the material culture of children. (pp. 107–127). Rutgers University Press.
  • Chawla, L. (2021). Knowing nature in childhood: Learning and well-being through engagement with the natural world. In A. R. Schutte, J. C. Torquati & J. R. Stevens (Eds.), Nature and psychology: Biological, cognitive, developmental, and social pathways to well-being. (pp. 153–194). Springer.
  • Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioural consequences. Journal of Environmental Psychology, 33, 37–44. https://doi.org/10.1016/j.jenvp.2012.08.002
  • Cook, L. (1999). The 1944 Education Act and outdoor education: From policy to practice. History of Education, 28(2), 157–172. https://doi.org/10.1080/004676099284717
  • Cossío, M. B. (2014). El maestro, la escuela y el material de enseñanza y otros escritos [The teacher, the school and the teaching material and other writings]. Biblioteca Nueva.
  • Cruickshank, M. (1977). The open-air school movement in English education. Paedagogica Historica, 17(1), 62–74. https://doi.org/10.1080/0030923770170105
  • de los Ríos, F. G. (1889). Educación y enseñanza [Education and teaching]. Imprenta de El Tajo.
  • de los Ríos, F. G. (1884). Campos escolares [School campuses]. El Correo.
  • Darpö, J. (2021). Can nature get it right? A study on rights of nature in the European context. https://www.europarl.europa.eu/RegData/etudes/STUD/2021/689328/IPOL_STU(2021)689328_EN.pdf
  • Dzhambov, A. M., Lercher, P., Browning, M. H. E. M., Stoyanov, D., Petrova, N., Novakov, S., & Dimitrova, D. D. (2021). Does greenery experienced indoors and outdoors provide an escape and support mental health during the COVID-19 quarantine? Environmental Research, 196, 110420. https://doi.org/10.1016/j.envres.2020.110420
  • Fisher, M. M. (2018). Work becomes play: Toy design, creative play, and unlearning in the Bauhaus legacy. In M. Brandow-Faller (Ed.), Childhood by design. Toys and the material culture of childhood, 1700–present. (pp. 153–172). Bloomsbury Visual Arts.
  • FSA. (n.d.). Full principles and criteria for good practice. Retrieved from: http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/.
  • Gianolla, C. (2013). Human rights and nature: Intercultural perspectives and international aspirations. Journal of Human Rights and the Environment, 4(1), 58–78. https://doi.org/10.4337/jhre.2013.01.03
  • Guardino, C., Hall, K. W., Largo-Wight, E., & Hubbuch, C. (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113–126. https://doi.org/10.1007/s42322-019-00033-7
  • Handl, G. (2012). Declaration of the United Nations conference on the human environment (Stockholm Declaration), 1972 and the Rio declaration on environment and development, 1992. https://legal.un.org/avl/pdf/ha/dunche/dunche_e.pdf
  • Hung, R. (2008). Educating for and through nature: A Merleau-Pontian approach. Studies in Philosophy and Education, 27(5), 355–367. https://doi.org/10.1007/s11217-007-9059-x
  • Hung, R. (2014). In search of ecopedagogy: Emplacing nature in the light of Proust and Thoreau. Educational Philosophy and Theory, 46(13), 1387–1401. https://doi.org/10.1080/00131857.2014.914874
  • Hung, R. (2017). Towards ecopedagogy – An education embracing ecophilia. Educational Studies in Japan, 11(0), 43–56. https://doi.org/10.7571/esjkyoiku.11.43
  • Hung, R. (2019). Chinese ecological pedagogy: Humanity, nature, and education in the modern world. Educational Philosophy and Theory, 51(11), 1073–1079. https://doi.org/10.1080/00131857.2019.1572443
  • Hurly, J., & Walker, G. J. (2019). Nature in our lives: Examining the human need for nature relatedness as a basic psychological need. Journal of Leisure Research, 50(4), 290–310. https://doi.org/10.1080/00222216.2019.1578939
  • IPCC. (2018). Summary for policymakers. In: Global warming of 1.5 °C. https://www.ipcc.ch/site/assets/uploads/sites/2/2019/05/SR15_SPM_version_report_LR.pdf
  • IPCC. (2021). Summary for policymakers. In: Climate change 2021: The physical science basis. https://www.ipcc.ch/report/ar6/wg1/downloads/report/IPCC_AR6_WGI_SPM_final.pdf
  • Jiang, X., Larsen, L., & Sullivan, W. (2020). Connections between daily greenness exposure and health outcomes. International Journal of Environmental Research and Public Health, 17(11), 3965. https://doi.org/10.3390/ijerph17113965
  • Khan, F. L. (2020, September 08). School’s out in Kashmir: Classes held in meadows amid closures. https://www.theguardian.com/global-development/2020/sep/08/schools-out-classes-in-kashmir-held-in-meadows-amid-closures
  • Knight, S. (2013). Forest school and outdoor learning in the early years. (2nd ed.). SAGE.
  • Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
  • Leather, M. (2018). A critique of “Forest School” or something lost in translation. Journal of Outdoor and Environmental Education, 21(1), 5–18. https://doi.org/10.1007/s42322-017-0006-1
  • Lega, C., Gidlow, C., Jones, M., Ellis, N., & Hurst, G. (2021). The relationship between surrounding greenness, stress and memory. Urban Forestry & Urban Greening, 59, 126974. https://doi.org/10.1016/j.ufug.2020.126974
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books of Chapel Hill.
  • Maine Coast Waldorf School. (2020, September 15). Community takes action and creates outdoor classroom village. https://www.mainecoastwaldorf.org/2020/09/15/community-takes-action-and-creates-outdoor-classroom-village/
  • Marselle, M. R., Bowler, D. E., Watzema, J., Eichenberg, D., Kirsten, T., & Bonn, A. (2020). Urban street tree biodiversity and antidepressant prescriptions. Scientific Reports, 10(1), 22445. https://doi.org/10.1038/s41598-020-79924-5
  • Martínez, P. L. M. (2006). The hygienist movement and the modernization of education in Spain. Paedagogica Historica, 42(6), 793–815. https://doi.org/10.1080/00309230600929542
  • Méndez, R. F. J. (2003). Architectural renewal and open-air education in Spain (1910-1936). In A. M. Châtelet (Ed.), Open-Air schools. An educational and architectural venture in twentieth-century Europe. (pp. 148–160). Éditions Recherche.
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2011). Happiness is in our nature: Exploring nature relatedness as a contributor to subjective well-being. Journal of Happiness Studies, 12(2), 303–322. https://doi.org/10.1007/s10902-010-9197-7
  • Nussbaum, M. C. (2006, February 03). The moral status of animals. The Chronicle of Higher Education. https://www.chronicle.com/article/the-moral-status-of-animals/
  • Pedrera, M. A. M. (2011). Los paseos y las excursiones escolares: Una práctica higiénica de influencia anglosajona [Walks and school trips: A hygienic practice with Anglo-Saxon influence]. In J. M. H. Díaz (Coord.), Influencias inglesas en la educación española e iberoamericana (1810–2010). (pp. 251–259). Globalia Ediciones Anthema y Alexia Cachazo Vasallo. https://idus.us.es/handle/11441/36223
  • Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., & Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12, 648458. https://doi.org/10.3389/fpsyg.2021.648458
  • Robeyns, I. (2006). Three models of education: Rights, capabilities and human capital. Theory and Research in Education, 4(1), 69–84. https://doi.org/10.1177/1477878506060683
  • Rosa, C. D., Profice, C. C., & Collado, S. (2018). Nature experiences and adults’ self-reported pro-environmental behaviors: The role of connectedness to nature and childhood nature experiences. Frontiers in Psychology, 9, 1055. https://doi.org/10.3389/fpsyg.2018.01055
  • Sánchez, G. J. L. (2000). Una excursión de alumnos de la Institución Libre de Enseñanza a la ciudad de Palencia en 1885 [An excursion of students of the Institución Libre de Enseñanza to the city of Palencia in 1885]. Tabanque: Revista Pedagógica, 15, 151–170. https://dialnet.unirioja.es/servlet/articulo?codigo=127614
  • Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Orion Society.
  • Soga, M., Gaston, K. J., Yamaura, Y., Kurisu, K., & Hanaki, K. (2016). Both direct and vicarious experiences of nature affect children’s willingness to conserve biodiversity. International Journal of Environmental Research and Public Health, 13(6), 529. https://doi.org/10.3390/ijerph13060529
  • Stone, C. (1972). Should trees have standing? Toward legal rights for natural objects. Southern California Law Review, 45, 450–501. https://iseethics.files.wordpress.com/2013/02/stone-christopher-d-should-trees-have-standing.pdf
  • Tănăsescu, M. (2020). Rights of nature, legal personality, and Indigenous philosophies. Transnational Environmental Law, 9(3), 429–453. https://doi.org/10.1017/S2047102520000217
  • Todd, Z. (2016). An Indigenous feminist’s take on the ontological turn: ‘Ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4–22. https://doi.org/10.1111/johs.12124
  • Tuhiwai Smith, L. (2008). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.
  • Tuhiwai Smith, L., Tuck, E., & Wayne Yang, K. (2019). Indigenous and decolonizing studies in education: Mapping the long view. Routledge.
  • United Nations Educational, Scientific and Cultural Organisation (2007). A human rights-based approach to Education for All. UNESCO.
  • United Nations Educational, Scientific and Cultural Organisation (2015). Incheon declaration. Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. UNESCO.
  • United Nations (1972). Declaration of the United Nations conference on the human environment. UN.
  • United Nations (1989). Convention on the rights of the child (General Assembly resolution 44/25 of 20 November 1989). https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/44/25
  • Urtaza, E. O. (1994). Manuel Bartolomé Cossío: Pensamiento pedagogico y acción educativa [Manuel Bartolomé Cossío: Pedagogical thought and educational action]. CIDE.
  • Wang, R., Helbich, M., Yao, Y., Zhang, J., Liu, P., Yuan, Y., & Liu, Y. (2019). Urban greenery and mental wellbeing in adults: Cross-sectional mediation analyses on multiple pathways across different greenery measures. Environ Research, 176, 108535. https://doi.org/10.1016/j.envres.2019.108535
  • Ward, J. S., Duncan, J. S., Jarden, A., & Stewart, T. (2016). The impact of children’s exposure to greenspace on physical activity, cognitive development, emotional wellbeing, and ability to appraise risk. Health & Place, 40, 44–50. https://doi.org/10.1016/j.healthplace.2016.04.015
  • World Health Organization (2014). Combined or multiple exposure to health stressors in indoor built environments: An evidence-based review prepared for the WHO training workshop “Multiple environmental exposures and risks”. https://www.euro.who.int/__data/assets/pdf_file/0020/248600/Combined-or-multiple-exposure-to-health-stressors-in-indoor-built-environments.pdf
  • Wilson, E. O. (2003). Biophilia. Harvard University Press.
  • World Wide Fund for Nature (2018). Living planet report 2018: Aiming higher. WWF.
  • Zhang, W., Goodale, E., & Chen, J. (2014). How contact with nature affects children’s biophilia, biophobia and conservation attitude in China. Biological Conservation, 177, 109–116. https://doi.org/10.1016/j.biocon.2014.06.011

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.