Earthwards
Transformative Ecological Education
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"Earthwards is both a direction and a statement of intent. It signifies a shift--the desire to move from where we are toward a new position that is healthy for ourselves and the planet. It acknowledges that we can start in the direction we intend from wherever we are and move forward step by step. Earthwards also emphasizes a new role for humans who choose to care for Earth as both stewards to and allies with the rest of the living biome." (from the introduction) Katharine Burke was asked by a student, "Miss, do you think we are going extinct?" She recognized a growing malaise in response to t...
"Earthwards is both a direction and a statement of intent. It signifies a shift--the desire to move from where we are toward a new position that is healthy for ourselves and the planet. It acknowledges that we can start in the direction we intend from wherever we are and move forward step by step. Earthwards also emphasizes a new role for humans who choose to care for Earth as both stewards to and allies with the rest of the living biome." (from the introduction) Katharine Burke was asked by a student, "Miss, do you think we are going extinct?" She recognized a growing malaise in response to the climate crisis and asked herself how we, as teachers, can help these capable yet vulnerable young people develop the ecological literacy and personal resilience they need. She provoked her students to think and act ecologically. She then invited other teachers to participate in action research for developing nature connectedness with the students. This book shares those transformative stories, concepts, and methods of connecting with nature for life. Earthwards shifts the lens from using nature as a throwaway object to understanding nature as a living organism. This crucial paradigm shift comes through peak experiences of nature. The educator's job is both to create the conditions for such transformative ecological experiences and then to bring out the students' observations, feelings, thoughts, and questions. Educators can use innovative action research to engage with students in a variety of settings--classrooms, clubs, volunteer groups, outdoors, gardens, forest experiences, camping, and hiking. Sharing these learning stories helps to build the culture of a real eco-school. Each chapter includes stories of practical learning, from primary through secondary school; ecological principles, a reflection section for educators, a "curriculum connections" section to bring the principles into practice, and suggestions for multiple age groups. Helpful resources, a comprehensive bibliography, index and sharing website offer further help to educators.
