Walking Pedagogy for Science Education and More-Than-Human Connection

Authors

  • Lee Beavington Kwantlen Polytechnic University/Simon Fraser University

DOI:

https://doi.org/10.25071/1916-4467.40626

Keywords:

Science education, embodied learning, place-based learning, David Abram, literary métissage

Abstract

This literary-visual métissage weaves together stories, scholarship and photographs. What can be unearthed—science education, embodied knowledge, environmental ethics—when we walk on the land? Embodied and sensorial engagement fosters relational and enlivening educational experiences. Whether preschool or post-doc, direct sense experience offers not only active and experiential pedagogy, but also a spiritual attunement with the natural world. Now, amid the climate crisis and screen fatigue pandemic, such Earth resonance is of utmost import. Let us walk through a snowy forest, ponder what counsel our shoeless feet (and David Abram) afford us, and envision the learning environment as an emergent and adaptable opportunity for connection and wonder.

Author Biography

Lee Beavington, Kwantlen Polytechnic University/Simon Fraser University

Lee Beavington is a river walker, forest seeker and island dweller. He is an award-winning author, educator and PhD candidate in Philosophy of Education at SFU. His interdisciplinary research explores environmental ethics and contemplative science education. He has taught in five faculties at KPU. More about Lee at www.leebeavington.com.

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Published

16-03-2021

How to Cite

Beavington, L. (2021). Walking Pedagogy for Science Education and More-Than-Human Connection. Journal of the Canadian Association for Curriculum Studies, 18(2), 163–178. https://doi.org/10.25071/1916-4467.40626