Teach Ecological Concepts Through Sharing the Joy of Nature
Volume 1 Number 27 - December 2003
Joseph Cornell
Teaching ecological concepts can be challenging however, the Flow Learning™ technique developed by Joseph Cornell embraces tested educational principles and helps teachers and guides tune into a group’s level of enthusiasm (or boredom!) and sensitively leads them into energized, enjoyable appreciation of the natural world. Flow Learning™ has four stages: Awaken Enthusiasm; Focus Attention, Direct Experience, and Share Inspiration. These carefully designed stages make it easy for educators to choose activities appropriate to a group’s age, mood and physical environment.
Introduction
In today’s world of overpopulation, and high consumption in some societies, it is essential that every effort is made to keep children in touch with the earth and to help them to become more aware of the world around them. The challenge is how to use nature to stimulate joyful, enlightening insights and experiences. Naturalist and author Joseph Cornell bases his teaching on five tenets that have helped him work with energetic, lively children:
- teach less and share more
- be receptive
- focus the childrens' attention without delay
- look and experience first; talk later
- ensure that a sense of joy permeates the experience.
Cornell’s experiences over the years in leading nature-based activities, led him to conclude that there is a sequence for using games and activities that works best, regardless of a group’s age, its mood, or the physical setting. He was convinced that the reason people responded so well to this particular sequence was that it is in harmony with subtle aspects of human nature. In time, Cornell blended all the outdoor activities he had collected or created into this natural way of teaching.
Joseph Cornell’s teaching philosophy, Flow Learning™, is a simple, yet subtle and powerful system of teaching based on universal principles of awareness and how people learn. It gently guides people, step by step, to deeper, more profound experiences of nature. Flow Learning™ is also very adaptable and can be used to teach any subject matter. Its goal is to give students intuitive, as well as an intellectual, understanding.
Flow Learning™ has four stages: Awaken Enthusiasm, Focus Attention, Direct Experience, and Share Inspiration which are described in detail below.
1. Awaken Enthusiasm - Children learn if the subject matter is meaningful, useful, fun, or in some way engages their emotions. Time spent in creating an atmosphere of curiosity, amusement, or personal interest is invaluable because once students' enthusiasm is engaged, their energy can be focused on the upcoming lesson or experience.
2. Focus Attention - Some students' minds can be compared to a team of wild horses running out of control; without concentration no true learning can take place. The activities in this stage challenge the players in fun and creative ways. To successfully meet these challenges the players have to concentrate on one of their physical senses. In so doing they become calmer and more observant and receptive to their surroundings.
3. Direct Experience - Once students' interest and energy is awakened and focused, the stage is set for deeply experiencing nature. The experiential activities have a dramatic impact that involves people directly with nature. The games help students discover a deep, inner sense of belonging and understanding. If people are to develop a love and concern for the earth, they need direct experiences; otherwise, their knowing remains remote and theoretical and never touches them deeply.
4. Share Inspiration - This stage provides an interesting way for students to reflect together on what they have learned. In our fast-paced world, students and teachers alike often rush from one activity to another. Yet taking the time to reflect upon an experience can strengthen and deepen that experience. It need not take long; it can be as simple as responding to a few questions, writing a journal entry, or drawing a picture. Goethe said, ‘A joy shared is a joy doubled’. Giving students the opportunity to share their experience increases the learning for the entire class. Sharing also brings everyone together and creates an uplifting atmosphere, making it much easier for the teacher to share inspirational ideas and stories.
It is important to provide a sense of continuity between Flow Learning™ activities. By weaving the activities together in a purposeful, carefully designed sequence people can have a far richer, more satisfying experience. In a well-designed session each activity builds towards an uplifting, memorable experience of nature.
Botanic Gardens are much more than a collection of plants; they are a living environment that with time becomes a diverse ecological system teaming with life. Cornell’s Flow Learning™ technique can help enliven teaching ecological concepts in botanic gardens, making it more dynamic, fun, and deeply inspiring.
An example of a Flow Learning™ Programme to Teach Ecological Concepts:
Stage One: Awaken Enthusiasm
Natural Processes
Age: 7 years and older
Group Size: 12-18
Issues: Environmental concepts
Equipment: None
Instructions:
This activity can be used to review lessons that have been taught earlier. In this game the group acts out a natural process such as plant succession, the water cycle, the food chain or even photosynthesis. With fewer than 12 players there may not be enough players to take all parts; with more than 20 some may feel left out. Therefore, if you have a larger group divide them into sub-groups and allocate them a different process to act.
To play Natural Processes explain the game to all the participants and then divide them into groups. Meet with the small groups and assign them each a secret natural process. Set a time limit for preparing the performances and encourage groups to be creative as possible. When the groups have prepared their skits call them together to demonstrate their process. Tell the audience not to guess aloud until a group has finished its performance. This game runs more smoothly if one or more members already understand the process that has been assigned to them.
Stage Two: Focus Attention
Unnature Trail
Age: 5-13 years
Group Size:1-12
Skills:Environmental awareness, observation, identification.
Equipment: Approximately 10-15 pieces of litter or unnatural objects of varying degrees of visibility
Instructions:
This game is played primarily to introduce the concepts of camouflage and adaptation. Choose a 15 metre section of path and place the pieces of litter along this section of trail. Some items should stand out brightly, like balloons; whereas others should blend with their surroundings and therefore be more difficult to see.
The group is to walk the trail, one at a time, with intervals between them, trying to spot (but not pick up) as many objects as they can. When they reach the end of the trail, they whisper in your ear the number that they saw. If no one saw all of them, tell everyone how many were seen, but that ‘There are still more!’ Let them start again.
End the game with a discussion about the ways that colour camouflage helps animals. Then go on a search for small camouflaged animals (insects, spiders, etc.).
Stage Three: Direct Experience
Heartbeat of a Tree
Age: 4 years and older
Group Size: 1 or more
Skills: Appreciating nature, tree physiology
Equipment: Stethoscope
Instructions:
Choose a tree that is at least 15cm in diameter and has thin bark. Deciduous trees are generally better for listening to than conifers, and certain individual species may have a louder heartbeat than others. Press a stethoscope firmly against the tree, keeping it motionless so as not to make interfering noises. You may have to try several different places on the tree trunk before you find a good listening spot.
Children will also want to hear their own heartbeat. If possible, listen to the heartbeat of mammals or birds – the variety in sounds and rhythms is fascinating.
Stage Four: Share Inspiration
Recipe for a Forest
Age: 7 years and older
Group Size: 2 or more
Skills: Appreciating nature, ecology
Equipment: pencils and index cards
Instructions:
Give each child an imaginary deed to one square of land. On this virgin plot they will be free to create their own dream-forest, complete with as many trees, animals, mountains and rivers as they desire. Encourage them to let their imaginations run free and think creatively. You may suggest ‘…to make your forest beautiful and radiant, you might want to add things like waterfalls and windstorms, or perpetual rainbows…’
Ask them to list the ingredients of their forest, then let them draw a picture of it. End by discussing with them whether their individual forests are able to maintain themselves year after year. For example, see if they have chosen representatives of the food cycle: plant eaters, plants, and decomposers (e.g. ants, mushrooms and bacteria). Don’t let them forget subtle factors like soil and climate.
References
Cornell, J. B. (1979) Sharing Nature with Children, Exley Publications, U.K.
Cornell, J. B. (1989) Sharing the Joy of Nature, Dawn Publications, California USA.
Résumé
Enseigner des concepts écologiques peut être un défi. La technique du Flow Learning, développée par Joseph Cornell, contient des principes d’éducation reconnus et aide les enseignants et les guide à s’adapter au niveau d’enthousiasme (ou d’ennui !) d’un groupe. Cela leur permet d’amener sensiblement le groupe à une appréhension du monde naturel stimulante et joyeuse. Le Flow Learning se fait en 4 étapes : Eveiller l’enthousiasme, Prêter attention, Expérience directe et Partager l’inspiration. Ces étapes, soigneusement conçues, permettent à l’éducateur de choisir facilement les activités appropriées à l’âge du groupe, à son humeur et à l’environnement physique.
Resumen
La enseñanza de los conceptos ecológicos puede ser difícil. La técnica llamada Flow LearningTM ('El Flujo de la enseñanza'), desarrollado por Joseph Cornell, utiliza conceptos educativos ya comprobados y asiste a los profesores y a los guías en 'sintonar' al nivel de entusiasmo ( o aburrimiento!) del grupo. Así les es posible dirigir el grupo con sensitividad hacia una comprensión energética y agradable del mundo natural. El Flow LearningTM tiene cuatro etapas - despertar el entusiasmo, enfocar la atención, dirigir la experiencia, y compartir la inspiración. Estas etapas cuidadosamente diseñadas les facilitan a los educadores a elegir actividades apropiadas para las edades, el humor, y el entorno físico del grupo.
About the Author
Joseph Cornell is a naturalist and author who started the Sharing Nature Foundation to help him spread his work globally. His books are currently available in Chinese; Danish, English, French, German, Greek, Italian, Japanese, Portuguese, Russian, Slovene, Spanish, and Thai. This article has been prepared with the kind permission of Joseph Cornell using his books Sharing Nature with Children and Sharing the Joy of Nature and the Sharing Nature Foundation website. For further information contact: Sharing Nature Foundation, 14618 Tyler Foote Rd, Nevada City, CA 95959 Tel: +1 530-478-7650 E-mail: info@sharingnature.com
Web: http://www.sharingnature.com/
