.

We are now in yet another period of ferment and turmoil, in which we have to challenge the limits of analytical and the empiricist comprehension of the world just as we must work out a new conceptual and philosophical framework in which a multitude of new social, ecological, epistemological and ontological problems can be accommodated. (Skolimowski 1981 P.23 )

Plymouth Growing Futures Time Well Spent

Outdoor Learning for Sustainability on an urban campus

• Informal and spontaneous social

learning

• learning from each other, ourselves and nature

Is about broadening and deepening the discourse of sustainability away from only single issue concerns to include a collective, integral way of being.

It is also concerned with broadening and deepening our understanding of how we learn and come to know. Which leads to thinking about what is relevant to help us learn and to question what are we learning for.

It seeks for human flourishing and an intrinsic eco-ethic in which humans are part of nature. It subscribes to the convention of human rights and advocates peace

Learning for Sustainability might be more readily conceptualised when described as for example • a mind set • a way of being • a journey or process

Learning for Sustainability

This project is an attempt in legitimising and affirming, engaging and using knowledge that is learnt as part of our everyday interactions as we relate with ourselves, each other, nature and the place we are situated.

As means of helping us to reflect about how we learn it is time away from analytical thinking, it is time away from the computer screen.

It is concerned with the need for a collective response (Bawden et al 2004) to social change, while at the same helping to build capacity in the individuals that they can function well in a modern society (Shah &

To provide an opportunity to develop and reflect on what is really meaningful in life and about one’s life’s purpose and how we might integrate our life’s work towards ensuring a quality of life for all.

It is chance to socialise and have fun, make a difference and add a bit of colour to the culture and aesthetics of the campus.

.

Open sessions twice a weekWorking on campus, acquired unloved sites and have set about improving the soil. We are making our own compost having made our own compost bin . Much of the background work is work is done in the winter. Intuitively we knew it was not in top condition. A conservation Biology student used the project to conducted his undergraduate dissertation soil analysis.

Although seemingly a small thing attention to the physical aspects of the learning environment reflects the soul’s affinity for the particular and the concrete. Caring for the physical space is as important to nurturing soul within a learning group as our physical bodies is are to nurturing soul within our individual lives. Dirx p. 85

References

Bawden,R. Guijt I. &Woodhill.J. (2004) The critical role of civil society in fostering societal learning for a sustainable world in Wals,A. (ed.) Social Learning towards a sustainable world Wageningen:Wageningen Academic Publishers Bonnett, M. (2010) Education for Sustainability as a Frame of Mind in Environmental Education Research, 8 (1) p.p. 9-20 [Online] Available at DOI: 10.1080/13504620120109619 (accessed 10 June 2014)Dirkx,J. (1997) Nurturing Soul in adult learning in New Directions for adult and continuing education. [Online] Available at DOI:10.1002/ore 7409 (accessed 20 June 2014).Ryan, A.& Tilbury D. (2013) Uncharted waters: voyages for Education for Sustainable Development in the higher education curriculum. The Curriculum Journal, 24 (2) p.p. 272-294 .[Online] available at DOI: 10.1080/09585176.2013.779287. (accessed 15 November 2013)Shah,H. & Peck,J .(2005) Wellbeing and the Environment, achieving ‘One Planet Living’ and maintaining a quality of life. London: New Economics Foundation.Skolimowski (1981) ‘Eco-Philosphy designing new tactics for Living, London:Marion Boyars

Sterling S. (2004) Riding the storm towards a connective cultural consciousness. In Wals,A. (ed.) Social Learning towards a sustainable world Wageningen:Wageningen Academic Publishers

Wals,A.&Heyman, F (2004) Learning on the Edge. Exploring the change potential of Conflict in Social Learning for Sustainable Living in Wenden, A.(ed.) Educating for a culture of social and ecological peace, NewYork State University Press

WWWF Scotland (2005) Linking Thinking: new perspectives on thinking and learning for sustainability.