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Journal of Outdoor and Environmental Education

, Volume 21, Issue 3, pp 293–305 | Cite as

Wild pedagogies and wilding pedagogies: teacher-student-nature centredness and the challenges for teaching

  • John QuayEmail author
  • Aage Jensen
Original paper

Abstract

The notion of wild pedagogies entreats teachers to act – to wild pedagogies – by acknowledging that more than a singular will characterizes pedagogical situations. Wilding pedagogies requires going beyond ideas of teacher-centred and student-centred pedagogies to encompass nature-centred pedagogies: recognizing the self-will of wider nature. In attempting this wilding, we suggest teachers can learn from the the previous movement from teacher-centred pedagogy to what Larry Cuban describes as teacher-centred progressivism; a hybrid pedagogy that emerged as a result of compromises between teacher-centred and student-centred pedagogies. Attempting to incorporate nature-centred pedagogies presents difficulties and opportunities for educational responses and we highlight a way forward that might be achievable via Dewey’s notion of education through occupations. Occupations are important to Dewey’s theory of experience, drawing together purpose and meaning into occupational wholes. This, we argue, presents challenges for teaching.

Keywords

Wild pedagogies Wilding pedagogies Nature-centred Occupations Outdoor education Dewey Næss 

Notes

Compliance with ethical standards

Conflict of interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

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Copyright information

© Outdoor Education Australia 2018

Authors and Affiliations

  1. 1.Melbourne Graduate School of Education, Kwong Lee Dow BuildingUniversity of MelbourneVictoriaAustralia
  2. 2.LevangerNorway

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