2nd Semester - Seminar: Nature as a field of learning and creation
1. COURSE CODE S3-E
SEMESTER OF STUDIES B
COURSE TITLE :Nature as a field of learning and creation
SELF-ENDED TEACHING ACTIVITIES
in case the credits are awarded in separate parts of the course e.g. Lectures, Laboratory Exercises, etc. If the credits are awarded uniformly for the entire course, enter the weekly teaching hours and total credits
WEEKLY TEACHING HOURS 3
CREDIT UNITS 6
COURSE TYPE: Mandatory Special background
PREREQUISITE COURSES: No
LANGUAGE OF INSTRUCTION and EXAMINATIONS:Greek
THE COURSE IS OFFERED TO ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL)
https://eclass.uth.gr/modules/auth/courses.php
2. LEARNING OUTCOMES
Learning results
The learning outcomes of the course are described, the specific knowledge, skills and abilities of an appropriate level that the students will acquire after the successful completion of the course.
Consult Appendix A
Description of the Level of Learning Outcomes for each study cycle according to the Qualifications Framework of the European Higher Education Area
Descriptive Indicators for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Annex B
Comprehensive Guide to Writing Learning Outcomes
Upon successful completion of the course, the student will be able to:
understands the dimensions and consequences of the modern world's alienation from nature.
redefine and strengthen its relationship with the natural world.
identifies and approaches ecocentric, traditional and modern pedagogical principles, currents and trends in a wide interdisciplinary field to strengthen the relationship of children and adults with nature.
utilizes a variety of modern teaching methods and practices in order to strengthen the relationship with nature.
plans and implements environmental actions.
General Skills
Taking into account the general competences that the graduate must have acquired (as indicated in the Diploma Annex and listed below) in which / which of them is the course aimed at
Autonomous work
Teamwork
Work in an interdisciplinary environment
Generating new research ideas
Respect for the natural environment
Exercise criticism and self-criticism
Promotion of free, creative and inductive thinking
3. COURSE CONTENT
The purpose of this experiential workshop is to explore and highlight pedagogical principles and methods by which we can approach our relationship with the non-human world as a field of learning and creation. Through currents of ecological thinking and modern pedagogical trends for the relationship between man and nature, the purpose of the seminar is to offer students theoretical bases and experiential experience of strengthening their relationship with nature, as well as stimuli for reflection on the possibilities and the challenges of a holistic pedagogical approach that encourages the use of the non-human world as a teaching tool in the context of pedagogical practice.
The purpose of the seminar is to approach new currents of ecological thinking, pedagogical research and practice and teaching methodology in the context of the interdisciplinary dialogue conducted on the human-nature relationship.
Individual objectives of the seminar:
• Familiarity with contemporary currents of ecocentric ecological thinking such as deep ecology, spiritual ecology and ecophenomenology.
• Experimentation and reflection on our relationship with the non-human world.
• Forming/enhancing empathy for the non-human world.
• Practice approaching the natural world through the senses, body and emotions.
• Familiarity with contemporary issues of environmental ethics: animal rights.
• Familiarity with modern pedagogical methodologies for approaching the non-human world in the context of environmental education: philosophy with children, pedagogy of common worlds.
• Co-creation with the non-human world.
4. TEACHING AND LEARNING METHODS - ASSESSMENT
delivery method
Face to face, Distance learning etc.
Suggestion
Discussion
Experiential exercises
Experiential workshops
USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES
Use of T.P.E. in Teaching, in Laboratory Education, in Communication with students
e-class and padlet digital platforms.
TEACHING ORGANIZATION
The way and methods of teaching are described in detail.
Lectures, Seminars, Laboratory Exercise, Field Exercise, Literature Study & Analysis, Tutorial, Internship (Placement), Clinical Exercise, Art Workshop, Interactive Teaching, Educational Visits, Study Preparation (Project), Writing Paper / Assignments, Artistic Creation, etc. etc.
The student's study hours for each learning activity are listed
TEACHING ORGANIZATION
The way and methods of teaching are described in detail.
Lectures, Seminars, Laboratory Exercise, Field Exercise, Literature Study & Analysis, Tutorial, Internship (Placement), Clinical Exercise, Art Workshop, Interactive Teaching, Educational Visits, Study Preparation (Project), Writing Paper / Assignments, Artistic Creation, etc. etc.
The student's study hours for each learning activity as well as unguided study hours according to ECTS principles are listed
Activity
Semester Workload
Choose 10
Experiential exercises 30
Participation in experiential and outdoor workshops 20
Literature study & analysis 30
Implementation and presentation of work 60
Total 150
STUDENT EVALUATION
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Deductive, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Report / Report, Oral Examination, Public Presentation, Laboratory Work, Clinical Patient Examination, Artistic Interpretation, Other / Others
Explicitly defined evaluation criteria are mentioned and if and where they are accessible by students.
The evaluation takes place through the implementation of a final paper (70%) as well as intermediate small experiential exercises (30%) on the thematic fields of the seminar.
5. RECOMMENDED-BIBLIOGRAPHY
Suggested Bibliography:
- Related scientific journals:
Abram, D. (1997). The Spell of the Sensuous: Perception and Language in a More‐Than‐Human World. New York: Vintage Books.
Georgopoulos, A. (2002). Environmental Ethics. Athens: Gutenberg.
Etmektsoglou, I. (2014). Basic acoustic ecology terminology for children & adults: the soundscape and the meanings of its sounds. Corfu: Hellenic Society of Acoustic Ecology.
Inwood, H. (2008). Mapping eco-art education. Canadian Review of Art Education, 35, 57‐73.
Karageorgakis, S. & Georgopoulos, A. (2005). When Environmental Ethics Meets Political Ecology. In: Georgopoulos, A. Environmental Education. The new emerging culture. Athens: Gutenberg.
Karageorgakis, S. (ed.) (2012). Animals and Ethics. Thessaloniki: Antigone.
Lipman, M. (2013). Thinking in education. Athens: Patakis.
Myers, N. (2018). How to grow livable worlds: Ten not-so-easy steps. In K. O. Smith (ed.), The World to Come (pp. 53‐63). Gainsville, Florida: Harn Museum of Art.
Naess, A. (1988). Self Realization: An Ecological Approach to Being in the World. In: Seed, J., Macy, J., Fleming, P. & Naess, A., Thinking like a Mountain. Towards a Council of All Beings. Philadelphia: New Society Publishers.
Payne, P. (1997). Embodiment and environmental education. Environmental Education Research, 3(2), 133–153.
Pulkki, J., Dahlin, B., & Varri, V.‐M. (2017). Environmental education as a lived‐body practice? A contemplative pedagogy perspective. Journal of Philosophy of Education, 51(1), 214‐229.
Singer, P. (2010). The Liberation of Animals, Thessaloniki: Antigone.
Sitka‐Sage, M.D., Kopnina, H., Blenkinsop, S., & Piersol, L. (2018). Rewilding education in troubled times? or, getting back to the wrong post-nature. Visions for Sustainability, 8, 20‐37.
Wohlleben, P. (2017). The secret life of trees. Athens: Patakis
Wilson, P. (2019). What is Nature? The International Journal of Early Childhood Environmental Education, 7(1), 26‐39.
Environmental Education Research
Canadian Journal of Environmental Education
Environmental Education Research
Journal of Environmental Education
Nature and Culture
