Nature Learning for All: An Ode
- natureclassrooms
- Apr 11
- 8 min read
Updated: May 2
-by Vena Kapoor
An Educator's Diary #4
Is it easier or more difficult to write about a topic that you live for, love deeply and engage all your usable senses day in and day out? The nature part comes more easily I think, the education part often gives me sleepless nights. For all of us working in the field of education the prefix before this word changes - art, sport, science, maths, basic literacy, theatre, nature. We love the work with a stubborn passion and conviction. Along with this work we try to navigate the challenges of funding, logistics, bureaucracy and the disinterest (most often because of being overburdened) of key stakeholders that invariably gets thrown at us. Yet, we make sure we keep our deep belief and enthusiasm for our work intact, fiercely protecting it to make sure that the people in this journey along with us and those who come after will not flounder or waver, and always see the value that our engagement, interventions, however small bring.
I was pacing up and down on a friend’s terrace one balmy evening, during the Covid lockdown period. It was almost dusk. I looked down from the 5th floor terrace onto the dense with no breathing space of multitude rows of houses and buildings in a relatively quiet residential locality in Bangalore. Hundreds of old and new electricity, internet and cable TV wires and cables created an impossibly untidy criss-crossing maze above the roads and between the trees and other vegetation. I stared at the wires thinking about how horribly unpleasant they looked alongside the lovely tree filled lanes. “How difficult it must be for them to constantly have to manoeuvre this deadly maze, '' my friend said softly and a bit sadly to me. My quizzical expression lasted for a few seconds and then it struck me, he was talking about the bats that we were seeing flitting through and above the trees. I remember feeling at that moment a tad thankful to be surrounded by friends and colleagues who are also deeply empathetic to the natural world that lives alongside us - the only reminder that keeps me going everyday in a world full of loss and ecological catastrophe. These are animals, who like us have every right to live full and free lives on this planet just like we demand, but we almost never consider in our human constructed planning of space and fickle comforts. And then I looked up again. Hundreds of fruit bats were flying gloriously overhead with determined purpose, and tens of the smaller insectivorous microbats also darting and swooping around almost mischievously. I counted them as they flew overhead and in four minutes I counted more than 70 - such a fun exercise that was, and also so marvelling! Why had I not done this growing up? I was fortunate to have had lovely open terraces in many of the rented houses I grew up in. Would I have looked up at the skies and marvelled and been awed about the bats and birds that flew overhead at dusk starting out in their hunts or heading to their secret roosting sites if a human adult at home or at school had pointed or guided me to do this? I’d like to believe so, because much later in my early 20’s that was how I was finally introduced to nature around me.
I remember always loving animals and plants and was a fierce defender and protector of them - I had managed to gain that reputation even before I was 10. But, I had no idea how to channel this innate love into wonder, curiosity or exploration. I poured over and revelled over books, magazines and documentaries that featured the natural world and its denizens featuring jaw dropping animals, plants, birds and habitats from far away lands. What I didn’t know at that time was that different birds, squirrels, garden lizards, frogs, crickets and skinks would have been having their wild adventures just outside my own windows at home or school and numerous insects, spiders would have been hiding in plain sight and leading amusing, bizarre lives just around me. This realisation continues to be a source of sadness and disappointment - I had lost so many years of not truly engaging with and discovering nature around me. Growing up in a metropolitan city I didn’t know of the option or possibility of unfettered explorations outdoors or having an “interested in nature” family member, or a social circle of nature explorers who many of my friends and colleagues seemed to have as a child or teenager. I now make up for these lost times with a vengeance, and try and use every opportunity to point willing and unwilling adults and children to the numerous birds, millipedes, ants, spiders, beetles, assassin bugs, bagworm moths, silverfish, squirrels, fungi, lichen, parasitic plants, herbs (phew!) that seem to amazingly continue living alongside us even in our most inhospitable concrete, smog-filled cityscapes and habitations.
We have numerous examples [1] from research projects in the West highlighting how children with more nature near their homes exhibit less psychological distress, and that access to nature as a buffering or interactive effect seems to moderate the impact of stressful life events on the self-worth of children. Earlier studies from the late 80’s demonstrated that when urban children aged 9-12 were asked to make a map or drawing of all their favourite places, almost 96% of the submissions were representations of wild outdoor places [2]. Carefully designed studies are showing us that given a choice most children prefer to spend time in natural settings outdoors - and a disconnect from the same seems to negatively affect their well-being.
While these studies help us reinforce and reaffirm why we need to take nature education and experiential immersion in nature as part of our everyday lives and interactions, what does this mean for educators like us? How do we take those next steps of allowing people to see the immense value of engaging and being in love with the natural world and all its inhabitants? And how can we do this with kindness, empathy, sensitivity that captures everyone’s socio-economic reality and lived experiences along with the everyday reality of the competing onslaught of insipid rote learning and capitalist market forces?
As educationists, we know (like in every subject that we are engaged in) that hearing and learning new terms and concepts alone may not necessarily mean understanding them - and cognitive understanding does not automatically lead to strong attitudes. Feelings and emotions (the affective domain) have been shown to be crucial in understanding how children think and learn. Even a cursory scan through the textbooks that school teachers and educators rely on and use as tools to teach highlights how devoid they are of the affective domains. Another study [3] based out of Mexico and the UK demonstrated that using hands-on activities to experience and learn a new environmental or nature term is more likely to result in understanding of concepts in nature and connections in nature compared to only the use of a textbook by a teacher educator. How can we therefore push ourselves to teach and learn in more enjoyable ways, using different tools, experiences and keeping abreast with research findings from across the world and in different disciplines that may be relevant to our work? Our engagement and teaching needs to be creative, interested, inclusive, equitable, learner-centric - and that will allow for educators and learners to develop, understand, appreciate, feel a sense of wonder, amazement - the facets of attitude, skills, values and knowledge for nature and for the environment.
We have a huge advantage in that nature is all around us irrespective of where we are physically - if we look just a little closer shutting out the busy bustling noisy things around us there will always be something to discover and marvel at, at arm’s distance or closer! Climbers, shrubs, wayside “weeds” will be home to numerous insects, spiders building their homes or finding things to hunt and feed on; cracks on the curbs, walls will have small fig plants peeking out as if in defiance; ceilings and corners of rooms will have the common cellar spiders doing their routine push-up exercise routines; wasps and bees will be hovering around looking for little holes and gaps in our human-made structures to encash their paralysed food cache for their young ones, and of course there are always the sometimes soothing and hilarious, and sometimes raucous and annoying calls of birds, crickets, cicadas, frogs and toads to remind us that other beings that are very much part of our physical spaces also communicate in various ways with each other!
There are numerous examples from the natural world where our often normalised and accepted human defined patriarchal gaze and actions are completely and gloriously flipped; where accessible spaces and the use of them, the actions of turning rocks, scooping mud, nurturing and planting seeds, saplings can potentially break down barriers, conversations and acceptance - small acts of joy and rebellion that we can all marvel at and be delighted by when that wriggly earthworm gets dislodged with our collective churning and scooping of earth mud under our feet. We cannot afford to have millions of young people growing up (like I and many others did of my generation and before) disconnected, uninterested and unaware of the natural world around us - a world that is so full of delight, wonder, amazement, discovery, awe, so deeply intrinsic to our physical, spiritual and mental lives, and that has a right to live, survive and evolve on Earth with us.
Through the work that we do at Nature Classrooms we want to draw the attention of all educators to the possibilities of using and engaging with nature and nature learning as a powerful, heart-warming pedagogical approach and tool in all the education work each of us engage in. We go forward with a renewed urgent energy and hope to make nature and nature learning an important part of our being, a part of each of our life journeys, an important perception of our self and our vocabularies, a part of our daily rituals, of our stories, our imagination, our identities, our love and as our obligation. We go forward with a deep hope and wish that we will pass this on to the children, young adults and adult communities we teach and work with. Do join us in this journey and may our tribe grow!
Written by Vena Kapoor - Nature Classrooms
A version of this article appeared in the June 2022 issue of Samuhik Pahal - a monthly journal by Wipro Foundation:Nature Education.
References
[1] Ulrich et al. (1991) - Ulrich, R.S., Simons, R.F., Losito, B.D., Fiorito, E., Miles, M.A., Zelson, M., 1991. Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology 11, 201–230. https://doi.org/10.1016/S0272-4944(05)80184-7
[2] Wells, NM and Evans, GW (2003) Nearby Nature: A Buffer of Life Stress among Rural Children Environment and Behavior; 35; 311. http://eab.sagepub.com/cgi/content/abstract/35/3/311
[3] Barraaza, L and Cuaron, AD (2015) - How values in education affect children's
environmental knowledge, Journal of Biological Education. DOI: 10.1080/00219266.2004.9655949
[4] Kuo and Sullivan (2001) - Kuo, F.E., Sullivan, W.C., 2001. Aggression and Violence in the Inner City: Effects of Environment via Mental Fatigue. Environment and Behavior 33, 543–571. https://doi.org/10.1177/00139160121973124
[5] Nutsford, D., Pearson, A.L., Kingham, S., 2013. An ecological study investigating the association between access to urban green space and mental health. Public Health 127, 1005–1011. https://doi.org/10.1016/j.puhe.2013.08.016
If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - here's a curated list of essential readings available online.
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