Learning from leisure: Developing nature connectedness in outdoor education

Cosgriff, Marg

doi:10.1080/18377122.2011.9730343

Cited by 10 publications

(8 citation statements)

References 22 publications

(42 reference statements)

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“…For example, to accommodate for the quantitative bias towards cognitive connections, interviewees' responses were analyzed along multiple dimensions of human-nature connectedness in several studies (e.g. Guiney and Oberhauser 2009;Cosgriff 2011;Silvas 2013;Materia 2016). Unlike surveys, interviews allow for a conversational inquiry into highly personal terms such as 'connectedness' (Cosgriff et al 2009;Zylstra et al 2014), resolving potential unclarities about the research process and its results for both the researcher and the interviewees (Klassen 2010).…”

Section: Existing Research On Human-nature Connectednessmentioning

confidence: 99%

Beyond words – the potential of arts-based research on human-nature connectedness

Muhr

2020

Ecosystems and People

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Many scientists agree that the increasing disconnect between modern societies and nature is one of the greatest sustainability challenges of our time. At the level of individuals, human-nature connectedness has shown to be positively correlated with pro-environmental behavior and well-being. Reconnecting humans to nature may therefore constitute a leverage point for sustainability transformation. While a more comprehensive understanding of the multiple dimensions of human-nature connectedness is vital, many studies inquire exclusively into cognitive connections to nature, often following quantitative approaches. In this paper, I examine the potential of arts-based methods to overcome the reliance on language and unveil nuances of human-nature connectedness that lie beyond words. Arts-based research is capable of tapping into emotions and embodied experiences, which are often neglected in science. Since most art forms entail a non-verbal component, using them in the research process may transcend the cognitive to elicit unspoken knowledge. This makes arts-based research eligible particularly for investigating and enhancing emotional connections with nature. Nonetheless, arts-based methods pose specific challenges in data collection, data interpretation, and data representation and should be carefully integrated alongside quantitative and qualitative methods. This paper aims to provide valuable impulses for all researchers, artists, and practitioners concerned with humannature connectedness.

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Section: Existing Research On Human-nature Connectednessmentioning

confidence: 99%

Beyond words – the potential of arts-based research on human-nature connectedness

Muhr

2020

Ecosystems and People

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“…In the context of outdoor learning, when learners feel fulfilment of the need for relatedness towards the practitioner and the group, they are more likely to integrate the values of that group, which are pointing strongly towards environmentally-friendly and sustainable behaviors in nature. Both close contact with nature and nature connectedness facilitate the development of such attitudes towards the environment (Cosgriff 2011;Lugg 2007).…”

Section: Relatednessmentioning

confidence: 99%

Flourishing in the forest: looking at Forest School through a self-determination theory lens

Barrable

Arvanitis

2018

Journal of Outdoor and Environmental Education

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Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants' motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children's basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.

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“…The environment, it is argued, provides care as well as receives it (Buser et al, 2018; Larson et al, 2015; O'Shaughnessy & Kennedy, 2010; Siegel et al, 2018). Caring for the environment is a result of love and connectedness with the environment (Cosgriff, 2011). This focus on relationships and interaction, ‘deep caring’ (Diniz & de Quieroz Pinheiro, 2017; Fien, 2003), is stronger in environmental research than in care work theory.…”

Section: Care and Its Underpinning Assumptionsmentioning

confidence: 99%

Greening work–life balance: Connecting work, caring and the environment

Ravenswood

2021

Industrial Relations Journal

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The emerging field of green work-life balance (growing from the work-life balance and sustainability fields) largely centres its analysis around the organisational benefits of green work-life balance policies. Consequently, it often focuses on the way in which individual behaviours can reduce the environmental footprint of the organisation. This paper argues that the gendered assumptions underpinning the research mean that the nascent field of green work-life balance has failed to theorise the way in which personal, community, environmental and organisational needs interconnect. Specifically, it has failed to address the way in which 'care'-for people and the environment-lacks recognition because of gender norms of carework. This paper proposes a theoretical framework of green work-life balance that centres both environmental and people care. This theoretical framework can be used to inform both research and practice, including the way in which unions bargain and campaign for green clauses and just transition.

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Learning from leisure: Developing nature connectedness in outdoor education

Cited by 10 publications

References 22 publications

Beyond words – the potential of arts-based research on human-nature connectedness

Beyond words – the potential of arts-based research on human-nature connectedness

Flourishing in the forest: looking at Forest School through a self-determination theory lens

Greening work–life balance: Connecting work, caring and the environment

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