Learning and living

"Learning? Certainly, but living first, and learning through life, in life."

When I was in junior high or high school, I remember biology classes, in which the aim was to discover the workings of a muscle or an eye by dissecting a frog or an ox eye. Initiation into the living dead was a way of dominating nature and insidiously learning to become desensitized to living matter... Today, the aim is to regain a foothold in a living world that has been bruised and ultra-machinized by man. There are several ways of doing this.

Learning about living matter: distancing

Learning about living things means acquiring theoretical and factual knowledge about living organisms, their biological processes, interactions and evolution. This is a more traditional approach to teaching life sciences, where the aim is to understand the living world through a scientific approach, often in the classroom or through the study of scientific literature.

It includes the study of biology, ecology, genetics and other related disciplines. Learning about living things is fundamental to building a solid foundation of theoretical knowledge. Nevertheless, this approach can lead to fragmented education, where knowledge is isolated from its practical applications and ethical implications. It can also encourage passive rather than active learning.

• Project-based learning
  
  This method encourages students to apply their theoretical knowledge by working on real, meaningful projects. For example, students might undertake a project to restore a local natural habitat or develop a solution to an environmental problem. By working in groups, they not only learn biology and ecology through practical application, but also develop problem-solving, teamwork and communication skills.
  
  
• Case studies and discussions
  
  The use of real-life case studies allows students to see how biological knowledge is applied in the real world. This may include studying human impact on ecosystems, examining ethical issues in biological research, or analyzing conservation efforts. The class discussions that follow develop critical thinking skills and engage students in deep reflection on the implications of science in society.
  
  
• Inquiry-based learning
  
  This approach places students in the role of scientists conducting their own investigations. Given a research question, students plan and carry out experiments, collect and analyze data, then present their findings. This process encourages active learning and gives students a concrete understanding of the scientific process. Inquiry-based learning can be particularly powerful when combined with field trips, offering students the opportunity to study life in varied and dynamic contexts.

Learning by doing: immersion

Learning by doing refers to a learning method that uses living systems and their interactions as the main vehicle for teaching. This approach can be based on biology, ecology or even sociology, where students learn concepts by observing and interacting directly with living things.

It supports the idea that direct experience with living organisms can enrich students' understanding by providing real, dynamic contexts for exploring scientific, ecological and social concepts. Learning through living things promotes direct experience, which can greatly enrich understanding and knowledge retention.

However, this approach can be limited by specific resources and environments, making accessibility uneven between different educational contexts. What's more, without critical reflection and proper guidance, experiences can be misinterpreted or disconnected from theoretical concepts.

• Outdoor education and experiential nature education offer immersion in natural environments, fostering ecological understanding and overall well-being.
  
  
• Nature-based educational travel broadens horizons, exposing participants to diverse ecosystems and cultures, enriching the global perspective on conservation.
  
  
• Educational gardening transforms the act of cultivating the land into a living lesson in sustainability and food security.

Learning for life: reorientation

Learning for life focuses on learning to protect, conserve or improve living conditions on Earth. This notion encompasses not only academic or theoretical learning, but also the acquisition of practical and ethical skills aimed at making a positive contribution to biodiversity, ecological sustainability and the well-being of living beings. It's an approach that often integrates elements of environmental education and sustainable development.

Learning for the living generates environmental awareness and responsibility, and promotes sustainable action. However, this approach can sometimes be perceived as moralistic or ideological, ranging from awareness-raising to veneration, risking resistance or disengagement among some learners. The balance between education and activism needs to be carefully managed.

• Project-based learning on sustainable development is committed to concrete initiatives, emphasizing the importance of collective action towards common goals.
  
  
• Earth education aims to integrate ecological and social awareness into education, reinforcing a sense of shared responsibility.
  
  
• Meditation in nature offers a space for inner reflection and connection at a deeper level, fostering well-being and attentive presence.

Learning with the living: co-education

Learning with living beings proposes a vision in which living beings are seen as co-educators or partners in the learning process. This approach recognizes that interactions with living things can offer unique perspectives and enrich the educational experience. It can manifest itself in collaborative pedagogies where, for example, plants or animals are integrated into the curriculum to teach lessons about responsibility, interdependence or the complexity of living systems.

These notions are not mutually exclusive, but complement each other in a comprehensive educational approach. They reflect a spectrum of perspectives on how we interact with, understand and value living things in our learning processes. Learning with the living transforms the relationship between the learner and the subject of study, fostering empathy and engagement. However, this method requires innovative pedagogical strategies and can face logistical and ethical challenges, particularly in the care of the living beings involved.

• Biomimetics in education encourages the search for sustainable solutions by imitating natural strategies.
  
  
• Permaculture as an educational framework applies ecological design principles to the development of sustainable systems, teaching resilience and self-sufficiency.
  
  
• Nature-inspired art uses creativity to explore and celebrate our relationship with living things, fostering awareness and personal expression.

An analysis of the four approaches to learning about living things - by, for, on and with living things - offers a profound reflection on their transformative potential in educational systems. Each approach presents unique challenges, limitations and opportunities worth exploring.

Opportunities and transformative power

These approaches, despite their limitations, offer considerable opportunities to transform educational systems by promoting a more integrated, ethical and contextualized education.

• They encourage a systemic understanding of the world, essential in a context of interconnected global challenges.
  
  
• They can stimulate learner engagement and motivation by making learning more relevant and immediate.
  
  
• They foster the development of cross-disciplinary skills such as critical thinking, complex problem-solving and empathy.
  
  
• They pave the way for innovative pedagogical methods that can be adapted to diverse educational contexts, offering a more personalized and responsive education.

To maximize their transformative potential, education systems need to carefully navigate these opportunities and the challenges they present, ensuring equity of access, maintaining scientific integrity and ethical sensitivity.

Illustration: SIphotography - DepositPhotos

Sources

Wals, A. E. J. (2015). Sustainability in Higher Education: From doublethink and newspeak to critical thinking and meaningful learning. Higher Education Policy, 28(1), 85-101.

Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York, NY: Anchor Books.

Sobel, D. (2004). Place-based education: connecting classrooms and communities. Education for meaning and social justice, 17(3), 63-64.

Sterling, S. (ed.). (2010). Education for sustainable development: perspectives and practices in higher education. Taylor and Francis. https://www. researchgate.net/profile/Peter-Jones-3/publication/283008260_Curriculum_design_through_an_ecological_lens_A_case_study_in_law_and_social_work_education/links/5625f74308aeabddac91f637/Curriculum-design-through-an-ecological-lens-A-case-study-in-law-and-social-work-education.pdf

Permaculture as an Educational Framework - Using permaculture principles to teach how to create sustainable and resilient systems - Bill Mollison and David Holmgren https://www.tagari.com/store/books/permaculture-a-designers-manual/

Earth Pedagogy - David Orr - https://islandpress.org/books/earth-mind

Bourgeois, É. (2013). Experience and learning. The contribution of John Dewey. In: Luc Albarello ed, Experience, activity, learning (pp. 13-38). Paris cedex 14: Presses Universitaires de France.
https://www.decitre.fr/livres/experience-activite-apprentissage-9782130619758.html

Biomimetics in Teaching - Inspiring sustainable innovation by studying and imitating strategies found in nature. Author: Janine Benyus https://biomimicry.org/janine-benyus/

Richard Louv Last Child in the Woods: Saving Our Children from Nature-Deficit https://richardlouv.com/books/last-child/

The Nature-Based Educational Journey - Paul Salopek https://www.nationalgeographic.org/projects/out-of-eden-walk/

Barnebys - The Artist Who Collaborates with Nature - Andy Goldsworthy https://www.barnebys.fr/blog/andy-goldsworthy--lartiste-qui-collabore-avec-la

Meditation and Mindfulness in Nature - Thich Nhat Hanh. The Miracle of Mindfulness: An Introduction to the Practice of editing https://www.parallax.org/product/the-miracle-of-mindfulness-an-introduction-to-the-practice-of-meditation/

Methods - Le Lichen ( le-lichen.org ) https://le-lichen.org/quelques-methodes/

Site du travail qui relie - by Joanna Macy (deep ecology, practical ecopsychology) in France since 2007. (roseaux-dansants. org ) http://roseaux-dansants.org/

Deep Time Walk - explore Earth's history and geological time https://www.deeptimewalk.org/

Together, let's get the ball rolling with the Fresque du Climat! https://www.deeptimewalk.org/

Éditions Bioviva - https://www.decitre.fr/auteur/3787059/Bioviva