La Pédagogie de la marche pour l'enseignement des sciences et la connexion plus qu'humaine
DOI :
https://doi.org/10.25071/1916-4467.40626Mots-clés :
l'éducation scientifique, l’apprentissage incarné, l’apprentissage basé sur le lieu, David Abram, le métissage littéraireRésumé
Ce métissage littéraire-visuel mêle des histoires, l’érudition et des photos. Que peut-on découvrir—l’enseignement scientifique, des connaissances incarnées, l’éthique environnementale—lorsque nous marchons sur la terre? L'engagement incarné et sensoriel favorise les expériences éducatives relationnelles et animantes. Qu'elle soit préscolaire ou post-doctorale, l'expérience sensorielle directe offre non seulement une pédagogie active et expérientielle, mais aussi une harmonisation spirituelle avec le monde naturel. Aujourd'hui, au milieu de la crise climatique et de la pandémie de fatigue écran, une telle résonance de la Terre est de la plus haute importance. Marchons à travers une forêt enneigée, réfléchissons aux conseils que nos pieds sans chaussures (et David Abram) nous offrent, et envisageons l'environnement d'apprentissage comme une opportunité émergente et adaptable de connexion et d'émerveillement.Références
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© Lee Beavington 2021 
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