Wildnisbildung und nachhaltige Entwicklung
Theorie, Praxis und Evaluation am Beispiel des Projektes „Waldscout – Wildnisexpedition“
Hamburg 2016, 352 Seiten
ISBN 978-3-8300-9283-4 (Print), ISBN 978-3-339-09283-0 (eBook)
Biologische Vielfalt, Erziehungswissenschaft, Lebensstil, Nachhaltige Entwicklung, Nachhaltigkeit, Nationalpark, Naturbilder, Naturerfahrung, Naturschutz, Projekt „Waldscout – Wildnisexpedition“, Suffizienz, Verwilderung, Wildnis, Wildnisbildung
about this book
deutsch | english
Nature experiences play an important role in the life of many people. During the last years, especially the running wild nature moves closer to the centre of interest. Wilderness inspires varied associations and fascinates with his differentness to the usual everyday world in the urban conurbations. For the educational work in national parks and other wilderness areas many chances arise out of this. The draught of wilderness education, which is introduced in the book "Wilderness Education and Sustainable Development" in theory, practise and evaluation, reveals the educational contribution of wilderness areas for a sustainable development by the example of the programme “Waldscout – Wildnisexpedition” (Forest Scout – Expeditions into the Wild) in the national park Kellerwald-Edersee in Hesse. The programme focuses on its potential as a learning space to reflect the relationship between human and nature.
To achieve this, seven thematic issues of wilderness education were carved out, which are forming the basis of a conceptual framework for practical education. They can be characterised as „experiencing nature harmonically chaotic“, „reflecting life-style and the meaning of life“, „cautiously exploring one‘s own savageness“, „spotting interdependencies in the ecology“, „discovering wild biodiversity“, „dealing with the wilderness“ and „experiencing the freedom of wilderness“.
At the centre of the examined „Waldscout“ programme lies a five-day school trip with a challenging 24-hour expedition into the wilderness. In the construction of the learning space, the course-structuring metaphors „expedition“ and „ecological backpack“ – which represent the adventure of setting out into the wild and the sufficiency aspect of the sustainability approach – play a central role. For the project, several simple bivouac sites were established in the wildness zone of a German national park for the first time ever. The findings of the study show that the pupils’ were stimulated by the wilderness programme to reflect thoroughly their lifestyle in everyday life.
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