Wild Pedagogies in Practice: Inspiration for Higher Education
Wild pedagogies (WP) are emerging as critical, relational alternative to current, often unsustainable learning practices. WP aim to offer a way of learning in, with, through and for nature, embracing a post-humanist, relational perspective. So far, WP have mainly been explored theoretically. Increas...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2025-05-01
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| Series: | Australian Journal of Environmental Education |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062625000163/type/journal_article |
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| _version_ | 1849770050567798784 |
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| author | Reineke Susan van Tol Arjen Wals |
| author_facet | Reineke Susan van Tol Arjen Wals |
| author_sort | Reineke Susan van Tol |
| collection | DOAJ |
| description | Wild pedagogies (WP) are emerging as critical, relational alternative to current, often unsustainable learning practices. WP aim to offer a way of learning in, with, through and for nature, embracing a post-humanist, relational perspective. So far, WP have mainly been explored theoretically. Increasingly, educators both within and outside of formal education, are inspired and apply WP in their education. Throughout the world, examples of learning that fit into WPs’ living definition, are emerging. However, concrete inspiration for how to bring WP theory into practice, is still largely lacking. In this paper, we explore three emerging approaches at Wageningen University (The Netherlands), that are inspired by wild pedagogies. Empirically, we combine formative evaluations of course designs with participant observation in a collective case study setting over three years. The empirical research is embedded in an explorative literature review that led us to four explorative areas of WP, namely (1) Wild and caring learning spaces (2) Learning from self-will and wonder (3) Relational learning with the world and (4) Disruptive learning for the world. Eventually we present concrete inspiration on those four areas for implementing WP in formal higher education. |
| format | Article |
| id | doaj-art-5b3a0a86999243cdbd5e4e72145f9fa7 |
| institution | DOAJ |
| issn | 0814-0626 2049-775X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Australian Journal of Environmental Education |
| spelling | doaj-art-5b3a0a86999243cdbd5e4e72145f9fa72025-08-20T03:03:11ZengCambridge University PressAustralian Journal of Environmental Education0814-06262049-775X2025-05-014117719910.1017/aee.2025.16Wild Pedagogies in Practice: Inspiration for Higher EducationReineke Susan van Tol0https://orcid.org/0000-0002-2623-7589Arjen Wals1https://orcid.org/0000-0003-4735-1126Forest & Nature Conservation Policy Group (FNP) and Education & Learning Sciences group (ELS), Wageningen University, Wageningen, The NetherlandsEducation & Learning Sciences Group (ELS), Wageningen University, Wageningen, The NetherlandsWild pedagogies (WP) are emerging as critical, relational alternative to current, often unsustainable learning practices. WP aim to offer a way of learning in, with, through and for nature, embracing a post-humanist, relational perspective. So far, WP have mainly been explored theoretically. Increasingly, educators both within and outside of formal education, are inspired and apply WP in their education. Throughout the world, examples of learning that fit into WPs’ living definition, are emerging. However, concrete inspiration for how to bring WP theory into practice, is still largely lacking. In this paper, we explore three emerging approaches at Wageningen University (The Netherlands), that are inspired by wild pedagogies. Empirically, we combine formative evaluations of course designs with participant observation in a collective case study setting over three years. The empirical research is embedded in an explorative literature review that led us to four explorative areas of WP, namely (1) Wild and caring learning spaces (2) Learning from self-will and wonder (3) Relational learning with the world and (4) Disruptive learning for the world. Eventually we present concrete inspiration on those four areas for implementing WP in formal higher education.https://www.cambridge.org/core/product/identifier/S0814062625000163/type/journal_articleInner transformationrelational outdoor learningwild pedagogies |
| spellingShingle | Reineke Susan van Tol Arjen Wals Wild Pedagogies in Practice: Inspiration for Higher Education Australian Journal of Environmental Education Inner transformation relational outdoor learning wild pedagogies |
| title | Wild Pedagogies in Practice: Inspiration for Higher Education |
| title_full | Wild Pedagogies in Practice: Inspiration for Higher Education |
| title_fullStr | Wild Pedagogies in Practice: Inspiration for Higher Education |
| title_full_unstemmed | Wild Pedagogies in Practice: Inspiration for Higher Education |
| title_short | Wild Pedagogies in Practice: Inspiration for Higher Education |
| title_sort | wild pedagogies in practice inspiration for higher education |
| topic | Inner transformation relational outdoor learning wild pedagogies |
| url | https://www.cambridge.org/core/product/identifier/S0814062625000163/type/journal_article |
| work_keys_str_mv | AT reinekesusanvantol wildpedagogiesinpracticeinspirationforhighereducation AT arjenwals wildpedagogiesinpracticeinspirationforhighereducation |