Maria Lisa Polegatto June, 2024
Belfry, Gabarus Lake South, NS
I resonate with Lyle (2023) in “Every seashell is a story: Re/humanizing education through lived and living Curriculum” and her use of poetic verse and time in nature to acquire and convey knowledge.
Without spending time in nature and learning its silent teachings, we can not recall what nature has to offer for our senses for better wellbeing and happiness, not to mention education. While I have sound machines to hear the rolling waves crashing on the shores when inside, it cannot replace within me the rest of the excitement of my senses to be in nature personally.
Without spending time in nature and learning its silent teachings, we can not recall what nature has to offer for our senses for better wellbeing and happiness, not to mention education. While I have sound machines to hear the rolling waves crashing on the shores when inside, it cannot replace within me the rest of the excitement of my senses to be in nature personally.
I cannot separate myself from the place that shaped me…
I cannot help but see with the eyes of the sea within me. Ellyn Lyle
I cannot help but see with the eyes of the sea within me. Ellyn Lyle
Nature Education. Being in nature allows one to experience the primitive yet inherently vital knowledge of experiencing the intimate “oneness with/in our inner and outer landscapes” for exemplified ways of the being and knowing (Lyle, 2023). Each one of us is but a student of this earth holding “wisdom born in relation” to deeply feel and “cultivate critical creative possibilities” to live in peace with each other through “arts-informed living inquiry” (Lyle, 2023).
Using “photography and poetry” can nurture “a living space of visual and textual literacy” that can be used “co-curricular” and helps students relate themselves to education to add “a place of presence” (Lyle, 2023). We are what we know and knowing the world we live in can foster growth for openness (Lyle, 2023), wellbeing, and sustainability. The growth of “photopoetic inquiry develops “social conscience” and innovation which is “vital to our existence and ……pursuit of rehumanizing praxis” (Lyle, 2023).
Using “photography and poetry” can nurture “a living space of visual and textual literacy” that can be used “co-curricular” and helps students relate themselves to education to add “a place of presence” (Lyle, 2023). We are what we know and knowing the world we live in can foster growth for openness (Lyle, 2023), wellbeing, and sustainability. The growth of “photopoetic inquiry develops “social conscience” and innovation which is “vital to our existence and ……pursuit of rehumanizing praxis” (Lyle, 2023).
Having grown up along the water’s edge with all its creatures as my companions, it is difficult for me to imagine a simpler or more profound example of embodied reflexivity. Ellyn Lyle
It is no wonder people love to look at gemstones formed by the natural world depicting “creation, destruction, and reformation” (Lyle, 2023). Snails live in the world of seashells that grow into a better fit for life as we humans do through living in our realties to fit into our lives as we change from season to season and ages (Lyle, 2023).
Being in nature is my reality that has shaped my love for it. Growing up on the Mira River was endless water and nature education and spending time for response of animals at the ocean renews my love for nature. This is my favorite way of learning. I am constantly learning more about nature as I spend more time seeing the intricacies of it and continually need more time to learn more.
Being in nature is my reality that has shaped my love for it. Growing up on the Mira River was endless water and nature education and spending time for response of animals at the ocean renews my love for nature. This is my favorite way of learning. I am constantly learning more about nature as I spend more time seeing the intricacies of it and continually need more time to learn more.
 | Nature’s Lessons Oh, how the sea beckons to me As its rolling waves crash upon the shore Sea salt sprinkles in the breeze I search for treasures Unlike those found in stores Pockets full of rocks Negative ions abound Seagulls and pipers call out As nature teaches me. Maria Lisa Polegatto |
Sustainable Food Systems (SFS). Another avenue for educational need is related to our food sources. “There is a direct connection between food, human health, and environmental health” (Everitt et al, 2022). SFS identify human health as dependent on “healthy ecosystems” having “low environmental impact” and guarding “biodiversity” while “ensuring nutritional adequacy and food security” (Everitt et al, 2022).
We need food to be “accessible, affordable, culturally acceptable, and economically fair” and be generated considering existing and future generations (Everitt et al, 2022) which we suffer to achieve currently. Such strategies improve food systems, health, environment, and help mitigate climate change while also supporting local economy (Everitt et al, 2022).
Connection with the earth is vital for youth to gain knowledge to grow food, learn where it comes from and how it is produced. Schools can assist students by visiting local growers, growing food at school for physical education, composting (Everitt et al, 2022) and having a community seed library, such as our local Cape Breton Regional Library does, or a community seed exchange.
I have been gardening more this year than usual. I have been getting more involved in seeds and have collected various acorns to shake the seeds from them for future trees and am growing carrot tops to sprout, not carrots, but carrot seeds for more growth. We need to teach people of all ages how to live with the land instead of conquering it. I want to spend more time growing my garden knowledge.
We need food to be “accessible, affordable, culturally acceptable, and economically fair” and be generated considering existing and future generations (Everitt et al, 2022) which we suffer to achieve currently. Such strategies improve food systems, health, environment, and help mitigate climate change while also supporting local economy (Everitt et al, 2022).
Connection with the earth is vital for youth to gain knowledge to grow food, learn where it comes from and how it is produced. Schools can assist students by visiting local growers, growing food at school for physical education, composting (Everitt et al, 2022) and having a community seed library, such as our local Cape Breton Regional Library does, or a community seed exchange.
I have been gardening more this year than usual. I have been getting more involved in seeds and have collected various acorns to shake the seeds from them for future trees and am growing carrot tops to sprout, not carrots, but carrot seeds for more growth. We need to teach people of all ages how to live with the land instead of conquering it. I want to spend more time growing my garden knowledge.
| Lead me to class inside Where I count the minutes The clock stands still too long Lead me to class outside My hands immersed in dirt I will stay there all day Maria Lisa Polegatto |  |
Educating about growing our own food would improve human connection to nature instead of acts such as cutting down fruit trees that attract wildlife into town. There are always other options than killing wildlife for their necessity to eat, such as creating orchids in forests for wildlife to feast in peace without human interference. Since doing the acorn project this year (Polegatto, 2024), I have been finding new ways to incorporate education about growing our own food and sharing seeds to inspire others to learn. Tonight, I found a tiny maple tree in my back yard that I have now planted to nurture it. It is like growing your own child watching seeds sprout and grow through their stages.
Pedagogy. So how do we provide “knowledge and skills” to all generations for people of all ages to take charge for a positive sustainable future to encourage and develop current and future generations, increase awareness in community to live within ecosystem capacity, and value all life on earth now and for the future (Hussaina et al, 2024)? We must find strategies to educate, inspire and motivate learning.
Education for Sustainable Development (ESD) combine “behaviour modification, “knowledge sustainability and educational pedagogy” for learning success and transformation (Hussaina et al, 2024). The ESD is advanced by pedagogy which is defined as
With global uncertainty such as climate change, we need skills to help us comprehend the complexities of our environments, work well together, communicate, be positive and unified (Hussaina et al, 2024). The United Nations has identified 8 “essential ESD competences” that are classed into 3 domains, as follows:
Pedagogy. So how do we provide “knowledge and skills” to all generations for people of all ages to take charge for a positive sustainable future to encourage and develop current and future generations, increase awareness in community to live within ecosystem capacity, and value all life on earth now and for the future (Hussaina et al, 2024)? We must find strategies to educate, inspire and motivate learning.
Education for Sustainable Development (ESD) combine “behaviour modification, “knowledge sustainability and educational pedagogy” for learning success and transformation (Hussaina et al, 2024). The ESD is advanced by pedagogy which is defined as
- “the learning processes and learning environment that are typically supported by teachers in the classroom setting” to convey “knowledge, value and skills” through teaching methods to inspire students for “lifelong learning”, recognizing “diversity, teamwork and cooperation, personal introspection and ideals, responsibility and faith in others, and integrated understanding (Hussaina et al, 2024).
With global uncertainty such as climate change, we need skills to help us comprehend the complexities of our environments, work well together, communicate, be positive and unified (Hussaina et al, 2024). The United Nations has identified 8 “essential ESD competences” that are classed into 3 domains, as follows:
| Cognitive Domain (knowledge and reasoning ability)
Socio-Emotional Domain (social abilities)
Behavioural Domain (action competence)
|  |
In order to achieve the ESD goals, pedagogical methods are required to develop competencies, such as:
- Pedagogical Approaches to ESD – literature based;
- Lifelong Learning – formal, casual and informal learning – I resonate with this strategy in that we are learning as we live and go through life phases and engage with new experiences;
- Collaboration and Social Learning – social learning – I resonate with this strategy because we learn from others and we as humans need human interaction;
- Problem Based Learning (PBL) – real life situations – I resonate with this strategy in using experiences to understand what can be learned in different situations;
- Experiential and Active Learning – personal accountability.
- Critical Pedagogy – “knowledge transformation”;
- Dialogue Education – adult learning - I resonate with this as life has provided many opportunities to relate to.
- Transformative or Transformational Learning – life experiences;
- Design Thinking Methods and Learner-Centered Instruction – “knowledge development”;
- Empowerment – taking action for growth – I want to take more action to educate about nature and the benefits of animals;
- Apprenticeships and Internships – “real-world organisational” learning;
- Research Based Learning – “primary or secondary research” – I enjoy researching and sharing for the wellbeing of all – humans and nature;
- Writing Intensive Learning – “thorough essay” – writing is one of my passions (Hussaina et al, 2024).
New Pedagogies for Deep Learning (NPDL). New pedagogies can be defined
NPDL are 6 competencies described to as “the 6 Cs” which are:
In addition to the 6 Cs, “E Squared”, which “refers to ethical entrepreneurship”. is also critical to NPDL (O’Brien).
We need to know who we are and continually grow into that person to find our way in the world. There are strategies we can rely on and use to help us succeed. The more knowledge we accept into our lives, the more we can engage effectively to collaborate and be creativity as global citizens with character (O’Brien, 2016).
What are your favorite strategies to use to inspire, motivate and educate others to be sustainable and encourage the flourishing of nature? What are your passions to inspire and motive you to get outside and enjoy the flourishing of nature? Instead of being afraid to not be in line with others, we need to be naturally and authentically ourselves and get outside to allow ourselves to experience firsthand the knowledge nature provides every second of every minute of every day we spend in it.
- “as a new model of learning partnerships between and among students and teachers, aiming towards deep learning goals and enabled by pervasive digital access” (O’Brien, 2016).
NPDL are 6 competencies described to as “the 6 Cs” which are:
- Character – qualities such as: “grit, tenacity, perseverance, resilience, reliability, and honesty”;
- Citizenship – global citizens;
- Collaboration – working “interdependently and synergistically” with others;
- Communication - 3 “fluencies: digital, writing, and speaking”;
- Creativity – “entrepreneurial eye”;
- Critical Thinking – critical evaluation (O’Brien, 2016).
In addition to the 6 Cs, “E Squared”, which “refers to ethical entrepreneurship”. is also critical to NPDL (O’Brien).
We need to know who we are and continually grow into that person to find our way in the world. There are strategies we can rely on and use to help us succeed. The more knowledge we accept into our lives, the more we can engage effectively to collaborate and be creativity as global citizens with character (O’Brien, 2016).
What are your favorite strategies to use to inspire, motivate and educate others to be sustainable and encourage the flourishing of nature? What are your passions to inspire and motive you to get outside and enjoy the flourishing of nature? Instead of being afraid to not be in line with others, we need to be naturally and authentically ourselves and get outside to allow ourselves to experience firsthand the knowledge nature provides every second of every minute of every day we spend in it.
Belfry, Gabarus Lake South, NS
Additional Resources
UNESCO Campus: Decoding the world to reimagine tomorrow
Unesco: Education for Sustainable Development
Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D. (2022). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University.
Lyle, E., & Snowber, C. (2021). Walking as Attunement: Being With/In Nature as Currere. Journal of the Canadian Association for Curriculum Studies, 18(2), 6–20.
Wehmeyer, M., Cheon, S., Lee, Y., & Silver, M. (2021). Self-Determination in Positive Education. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education, 225-250. Palgrave Macmillan/Springer Nature.
Unesco: Education for Sustainable Development
Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., Whitelock, D. (2022). Innovating Pedagogy 2022: Open University Innovation Report 10. Milton Keynes: The Open University.
Lyle, E., & Snowber, C. (2021). Walking as Attunement: Being With/In Nature as Currere. Journal of the Canadian Association for Curriculum Studies, 18(2), 6–20.
Wehmeyer, M., Cheon, S., Lee, Y., & Silver, M. (2021). Self-Determination in Positive Education. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave handbook of positive education, 225-250. Palgrave Macmillan/Springer Nature.
References
Everitt, T., Engler-Stringer, R., & Martin, W. (2022). Operationalizing Sustainable Food Systems through Food Programs in Elementary Schools. Canadian Food Studies La Revue Canadienne Des études Sur l’alimentation, 9(3), 124–146. https://doi.org/10.15353/cfs-rcea.v9i3.482
Hussaina, K., Amanb, N., Noorc, N., Shahd, Z. W. (2024). Education for Sustainable Development (ESD): Pedagogical Approaches that Make a Difference. International Journal of Social Science Archives, Jan-March, 2024, 7(1), 106-112. http://www.ijssa.com/index.php/ijssa/article/view/211/137
Lyle, E. (2023). Every seashell is a story: Re/humanizing education through lived and living Curriculum. In Qualitative Inquiry, 0(0). https://doi.org/10.1177/10778004231176093
O’Brien, C. (2016). Education for sustainable happiness and well-being. New York: Routledge. Chapter 11: New Pedagogies
Polegatto, M. L. (2024). Genius hour project: The interconnectedness of acorns, ecosystems and humanity. MARIA LISA POLEGATTO. https://www.marialisapolegatto.com/sustainability/genius-hour-project-the-interconnectedness-of-acorns-ecosystems-and-humanity
Hussaina, K., Amanb, N., Noorc, N., Shahd, Z. W. (2024). Education for Sustainable Development (ESD): Pedagogical Approaches that Make a Difference. International Journal of Social Science Archives, Jan-March, 2024, 7(1), 106-112. http://www.ijssa.com/index.php/ijssa/article/view/211/137
Lyle, E. (2023). Every seashell is a story: Re/humanizing education through lived and living Curriculum. In Qualitative Inquiry, 0(0). https://doi.org/10.1177/10778004231176093
O’Brien, C. (2016). Education for sustainable happiness and well-being. New York: Routledge. Chapter 11: New Pedagogies
Polegatto, M. L. (2024). Genius hour project: The interconnectedness of acorns, ecosystems and humanity. MARIA LISA POLEGATTO. https://www.marialisapolegatto.com/sustainability/genius-hour-project-the-interconnectedness-of-acorns-ecosystems-and-humanity
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