Learning to speak Franklin: nature as co-teacher
Learning to speak Franklin: nature as co-teacher
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学习说富兰克林：自然作为合作老师
DOI：
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发表时间：
2018
影响因子：
2
通讯作者：
Sean Blenkinsop
中科院分区：
文献类型：
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作者：
Daniel Ford;Sean Blenkinsop
通过亲身体验，这篇文章试图延伸作者的生活体验，即包罗万象的自然，比人类更多的世界，是代理的，具有被认为是引导者和协导者的潜力。作为小插曲和反思的结合，它在基调和方法上是自动人种学的(Holman-Jones 2013)。然而，这种个人民族志通过尝试包括河流的声音和它比人类更多的居民而得到扩展。在整篇论文中，始终存在着对术语狂野和教育学词源的持续关注，这两个词支撑着文章的核心问题--自我意志和代理。双声并行地被用来探索狂野教学的几块试金石。
Through the personal this article seeks to extend the lived experience felt by the authors that all-inclusive nature, the more-than-human world, is agential and possesses the potential to be considered as guide and co-teacher. As a combination of vignettes and reflections it is auto-ethnographic (Holman-Jones 2013) in tone and method. Yet this personal ethnography is extended by an attempt to include the voice of the river and its more-than-human inhabitants. Throughout the paper there is a persistent concern for the etymological roots of the terms wild and pedagogy that anchors the article in its core concerns of self-will and agency. Twin voices are utilised in parallel to explore several touchstones of wild pedagogies.