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The work translates eco-philosophies into educational programs that cultivate environmental consciousness, care, and critical evaluation of initiatives. Using six years of empirical data and self-examination, the article reviews three project iterations and shows how intergenerational farming shaped practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultivating-and-reflecting-on-intergenerational-environmental-education-on-the-farm/597349/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultivating-and-reflecting-on-intergenerational-environmental-education-on-the-farm/597349.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core idea behind the environmental education project?","Question",{"text":112,"@type":113},"The project is based on the idea that eating is an environmental act. It uses this premise to connect educational activities with tangible food-growing practice on the farm.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are children and elders involved in the project?",{"text":117,"@type":113},"Elementary school children and community elders work as partners to raise food crops on an urban organic farm. This intergenerational approach supports learning through shared, hands-on participation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why was the project site and theme of food chosen?",{"text":121,"@type":113},"The site selection is described as partly political, influenced by a visit to the UBC Farm and the land’s future housing threat. 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Our goal was to illustrate how eco-philosophies could be translated into educational programs that foster environmental consciousness and care, and to further the critical and systematic examination of environmental education initiatives. In this article we draw on six years of empirical data and self-examination to present our learning about environmental education in practice. We discuss three iterations of our project to illustrate the ways in which our thinking about the practice of environmental education has evolved along with our efforts to advance environmental understanding and stewardship through intergenerational farming.  \nRésumé  \nParties de l’idée que manger est un acte environnemental, nous avons élaboré un projet en éducation écologique où des écoliers et des aînés de la communauté travaillent en partenaires pour cultiver des produits agricoles sur une ferme biologique urbaine. Notre but était d’illustrer comment l’écophilosophie pouvait se traduire dans des programmes pédagogiques qui entretiennent la conscience de l’environnement et son bon soin, et pour pousser davantage la critique et l’examen systématique d’initiatives en éducation écologique. Dans l’article, nous dépeignons six ans de données empiriques et d’auto examen pour présenter nos connaissances sur l’éducation écologique dans la pratique. Nous discutons de trois itérations de notre projet pour illustrer comment notre pensée sur lapratique de l’éducation écologique a évolué avec nos efforts pour faire avancer une compréhension de l’environnement et une intendance par le biais de l’agriculture intergénérationnelle.  \nKeywords: intergenerational, farming, children, environment, community volunteers  \nCanadian Journal of Environmental Education, 14, 2009 107  \nIntroduction  \nIn 2002, we designed a small environmental education project driven by the central question of how could we promote a responsible attitude and care for the planet among young people. Through this project we wished to illustrate how eco-philosophies could be translated into educational programs that foster environmental consciousness and care and to further the critical and systematic examination of environmental education initiatives. Our goals were to develop in young people:  \n• care for the environment and deep appreciation; and  \n• understanding of scientific principles of ecology that underpin and support the balance of nature.  \nWith this as our starting point we began the Intergenerational Landed Learning on the Farm for the Environment Project. In the Project, elementary school children and community elders work as partners to raise food crops on an urban organic farm located on the margins of the University of British Columbia (UBC) . Our design was informed by McNamee’s (1997) argument that ecological caring develops gradually over time through caring interpersonal relationships in families, and is based on the premise that farms provide opportunities for tangible hands-on participation with the land, essential for developing environmental consciousness (Morris, 2002), and that eating is an environmental act (Berry, 1990; Pollan, 2006) .  \nNeither our choice of site for the project, nor our theme of food, was random. Our site selection was in part political, prompted by a visit we made in 2001 to the UBC Farm, a 24-hectare parcel of land surrounded by secondgrowth rainforest, which stood as the last functioning urban farm in our Regional District. While historically a place for extensive research by the Departments of Botany, Forestry, Agriculture and Plant Science, the","cbCairSHkI1rTqIk","https://ap.wps.com/l/cbCairSHkI1rTqIk","pdf",206091,15,"English","# Introduction\n## Project goals and eco-philosophy translation\n## Site selection and rationale\n## Food as a thematic focus\n## Links to health, ecosystems, and prior research","[{\"question\":\"What is the core idea behind the environmental education project?\",\"answer\":\"The project is based on the idea that eating is an environmental act. It uses this premise to connect educational activities with tangible food-growing practice on the farm.\"},{\"question\":\"How are children and elders involved in the project?\",\"answer\":\"Elementary school children and community elders work as partners to raise food crops on an urban organic farm. This intergenerational approach supports learning through shared, hands-on participation.\"},{\"question\":\"Why was the project site and theme of food chosen?\",\"answer\":\"The site selection is described as partly political, influenced by a visit to the UBC Farm and the land’s future housing threat. Food was chosen as a concrete focus for exploring connections to the earth and supporting educational development across related disciplines.\"}]","Cultivating and Reflecting on Intergenerational Environmental Education on the Farm | PDF",1792084855,38]