000			01858nam a22002057a 4500
005			20240409070541.0
008			240409b |||||||| |||| 00| 0 eng d
022			_a0095-8964
100			_aPatel, Jwalin
245			_aNature as a peace educator _b: Toward inner peace through learning and being in natural environments (Journal Article)
260			_aPhiladelphia, PA _b:Taylor & Francis Group _c,2023
300			_a294-305p.
440			_aThe Journal of Environmental Education _vVolume 54: Numbers 4-6, 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Today the hope for education goes well beyond a reductionist and modernist approach of knowledge transfer. This research suggests that the experience of being immersed in natural environments can lead to embodied ways of learning and being beyond the Anthropocene and can shape children’s innate relationship with nature. We bring together two ethnographic case studies – in India and Germany - in alternative schools, which actively incorporate nature in their learning processes for children aged 6–13 years old. We find that, across both contexts, nature is considered as a peace educator: teaching key concepts and skills, promoting ecological ways of living and being, enabling conditions for wellbeing and inner-peace, and a reciprocal student-nature relationship of care. We call for an ontological and epistemological shift where nature is not just instrumentalized, but rather to recognize the intrinsic value for children being in nature, learning with and from nature rather than about it.
650			_aPeace education| nature education| inner peace| ecocentric pedagogies| cross-cultural ethnographies
700			_aEhrenzeller, Carlotta
856			_uhttps://doi.org/10.1080/00958964.2023.2261389
942			_cPER
999			_c45606 _d45605