This work aims to promotes the concept of integrated education, assigning great importance to the outdoor environmental that it could strengthen the children growth and, in particular, their autonomy, freedom and creativity in relation with thinking and acting processes in a prosociality way. The proposal to go back to the roots of human nature and in the surrounding environment is particularly valid for both children who live in rural environments and for those in large cities which, by their nature, do not always favor the balanced development of all. the human dimensions for the growth of the person. Outdoor Education is proposed as a pedagogical orientation which consists in making the most of the opportunities of being out (out-door) and of conceiving the external environment as a place of training. Being able to experience firsthand one's connection with nature becomes a healthy and positive experience for the child, transversal to all its developmental dimensions. The term "Outdoor education" does not refer exclusively to experiences carried out in natural contexts (gardens, farms, woods, etc.) but also to educational courses carried out in urban environments (archeological areas, squares, city parks, etc.) in which they are guaranteed a direct relationship with the real world and the full involvement of the trainee (cognitive, physical, affective and relational dimensions). The solicitation offered by the contribution of the Embodied Cognition (Gomez Paloma, 2017), which in overcoming the traditional philosophy of mind setting, refers to various disciplinary specifications (cognitive, educational, motor, aesthetic sciences), considers the important role of the body , since the student's corporeality, with its cognitive sphere, always interacts dynamically and positively with the surrounding environment, if this is qualitatively effective.
OUTDOOR EDUCATION AS A NATURAL RESOURCE FOR EMBODIED COGNITION IN TEACHING PRACTICES
Vincenza Barra;Michele Domenico Todino
2021-01-01
Abstract
This work aims to promotes the concept of integrated education, assigning great importance to the outdoor environmental that it could strengthen the children growth and, in particular, their autonomy, freedom and creativity in relation with thinking and acting processes in a prosociality way. The proposal to go back to the roots of human nature and in the surrounding environment is particularly valid for both children who live in rural environments and for those in large cities which, by their nature, do not always favor the balanced development of all. the human dimensions for the growth of the person. Outdoor Education is proposed as a pedagogical orientation which consists in making the most of the opportunities of being out (out-door) and of conceiving the external environment as a place of training. Being able to experience firsthand one's connection with nature becomes a healthy and positive experience for the child, transversal to all its developmental dimensions. The term "Outdoor education" does not refer exclusively to experiences carried out in natural contexts (gardens, farms, woods, etc.) but also to educational courses carried out in urban environments (archeological areas, squares, city parks, etc.) in which they are guaranteed a direct relationship with the real world and the full involvement of the trainee (cognitive, physical, affective and relational dimensions). The solicitation offered by the contribution of the Embodied Cognition (Gomez Paloma, 2017), which in overcoming the traditional philosophy of mind setting, refers to various disciplinary specifications (cognitive, educational, motor, aesthetic sciences), considers the important role of the body , since the student's corporeality, with its cognitive sphere, always interacts dynamically and positively with the surrounding environment, if this is qualitatively effective.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
