The concept of exploration is often associated with educational and scholastic proposals, including those relating to outdoors, more or less explicitly and with a variety of articulations. The disposition to explore, which is closely linked to life as can be seen from the wide use of the concept in various areas of knowledge, is particularly associated with children, who are often referred to as explorers or even natural scientists because of their inquiring approach. Such a disposition can be used by adults to observe and understand their actions and to lead them to reflect on their learning. Also assuming exploration as a questioning approach for those who educate can enable meaningful processes to take place for all those involved in the educational experience. In this context, we intend to explore the concept within the literature, particularly international literature, relating to outdoor education, in order to investigate its interpretations and identify recurrences that are useful for bringing out frames of reference, methodological points of interest and design suggestions.
Il concetto di esplorazione è sovente associato alle proposte educative e scolastiche, anche all’aperto, in modo più o meno esplicito e secondo articolazioni eterogenee. La disposizione a esplorare, strettamente connessa alla vita come emerge dall’ampio utilizzo del concetto in diverse aree del sapere, è particolarmente accostata a bambine e bambini, spesso definiti esploratori o anche scienziati naturali in ragione del loro procedere interrogativo. Tale disposizione può essere utilizzata dagli adulti per osservare e comprendere le loro azioni e accompagnarli a riflettere sulle loro acquisizioni. Assumere l’esplorazione come approccio interrogante anche per chi educa può permettere di dar luogo a processi significativi per tutti i soggetti implicati nell’esperienza educativa. In questo contesto si intende approfondire il concetto all’interno della letteratura, in particolare internazionale, relativa all’educazione all’aperto, al fine di indagarne le interpretazioni e ricavare ricorsività utili per far emergere cornici di riferimento, attenzioni metodologiche e suggestioni progettuali.
Guerra, M. (2023). L’esplorazione nell’educazione all’aperto come approccio interrogante per coltivare consapevolezza ecologica. PEDAGOGIA OGGI, 21(2 (2023)), 194-200.
L’esplorazione nell’educazione all’aperto come approccio interrogante per coltivare consapevolezza ecologica
Guerra, M
2023
Abstract
The concept of exploration is often associated with educational and scholastic proposals, including those relating to outdoors, more or less explicitly and with a variety of articulations. The disposition to explore, which is closely linked to life as can be seen from the wide use of the concept in various areas of knowledge, is particularly associated with children, who are often referred to as explorers or even natural scientists because of their inquiring approach. Such a disposition can be used by adults to observe and understand their actions and to lead them to reflect on their learning. Also assuming exploration as a questioning approach for those who educate can enable meaningful processes to take place for all those involved in the educational experience. In this context, we intend to explore the concept within the literature, particularly international literature, relating to outdoor education, in order to investigate its interpretations and identify recurrences that are useful for bringing out frames of reference, methodological points of interest and design suggestions.
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