[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597180-105":59,"doc-detail-597180-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","descending-the-watershed-rethinking-the-place-of-curriculum","Descending the Watershed - Rethinking the “Place” of Curriculum","","The paper uses the watershed as a definable ecological and community unit to frame educational experiences for diverse learners. A first-person phenomenological account describes a teacher expedition from the headwaters of a Northern Rocky Mountain watershed to its river output. Landscape and participants’ experiences are analyzed through teaching and learning principles drawn from Educating theory (Gowin, 1981). Key concepts include “place,” shared meaning, cultural perspectives, complexity, scale, connectedness, and interdisciplinarity, focusing on how people and place construct new environmental knowledge beyond basic curriculum events.",{"@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/descending-the-watershed-rethinking-the-place-of-curriculum/597180/",{"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/descending-the-watershed-rethinking-the-place-of-curriculum/597180.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the watershed provide as a unit for education in this paper?","Question",{"text":112,"@type":113},"The watershed provides a definable ecological and community unit that educators can use to frame educational experiences for diverse groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the teacher expedition in the paper presented?",{"text":117,"@type":113},"It is described through a first-person phenomenological approach, following an expedition from the headwaters to the river output.",{"name":119,"@type":110,"acceptedAnswer":120},"Which key concepts are used to interpret experiences during the workshop?",{"text":121,"@type":113},"The paper highlights “place,” shared meaning, cultural perspectives, complexity, scale, connectedness, and interdisciplinarity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597180,1792931346,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Descending the Watershed:  \nRethinking the “Place” of Curriculum  \nMichael Brody, Montana State University, USA  \nAbstract  \nThe watershed provides a definable unit of ecology and community which can be used by educators to frame educational experiences for diverse groups of people. In this paper, a first person phenomenological approach is used to describe an expedition for teachers from the uppermost beginning of a Northern Rocky Mountain watershed to its river output at the bottom. Along the way, the landscape and experiences of the workshop participants are interpreted through principles of teaching and learning drawn from a theory of Educating (Gowin, 1981) . The author describes key concepts such as “place,” shared meaning, cultural perspectives, complexity, scale, connectedness and interdisciplinarity in the context of environmental education. The conclusions focus on the role of people and “place” in the construction of new knowledge about the environment and takes traditional curriculum theory a step beyond simple educative events.  \nRésumé  \nLe bassin versant constitue une unité écologique et communautaire qui peut être exploitée par les éducateurs pour structurer des expériences éducatives pour divers groupes de personnes. Cet article décrit une expédition d’enseignants qui les a menés de la source d’un bassin hydrographique, au sommet des montagnes Rocheuses, jusqu’à la rivière qui en découle, en aval. Cette description adopte une approche phénoménologique, centrée sur l’expérience personnelle. Tout au long du parcours, le paysage et les expériences vécues par les particpants sont interprétés à la lumière de principes d’enseignement etd’apprentissage relevant d’une théorie de l’Éducation  \n114 Canadian Journal of Environmental Education, 2, Spring 1997  \n(Gowin, 1981) . L’auteur clarifie des concepts clés, comme“place”(lieu), signification partagée, perspectives culturelles, complexité, échelle, relation et interdisciplinarité, dans le contexte de l’éducation relative à l’environnement. Les conclusions mettent en lumière le rôledes personnes et des “places”(lieux) dans la construction de nouveaux savoirs au sujet de l’environnement et invite lathéorie traditionnelle du curriculum à aller au-delà des simples événements éducatifs.  \nRecently, I conducted an inservice environmental education teacher workshop in Big Sky, Montana. The theme of the workshop was new approaches to environmental education, and the focus was on teaching about watersheds. My goal was to provide the workshop participants with direct experiences through a day expedition through a discreet watershed. I wanted to discuss and learn how we can help children learn about the complexities of their surrounding ecosystem. I wanted people in the workshop to be grounded in a watershed and to ask questions that were of importance to them. I hoped that the workshop participants would then be able to look outside their classroom, or office, and see the terrain as a natural boundary within which myriad organisms try to make a successful living. Although the workshop was framed by the Greater Northern Rocky Mountains Ecosystem, at the headwaters of the Missouri River, the same issues and concepts apply to all watersheds.  \nTechnically, watershed ecosystems are made up of numerous rivers and their drainage. They embody principles of biodiversity, which are widely recognized as the basis of life on Earth. However, the degradation of these riverine systems and the decline of watershed biodiversity continue today. One of the most basic reasons for this is that most people think of rivers as simply water flowing through a channel. This view fails to recognize important concepts of complexity and diversity that help to define the ecosystem (Pacific Rivers Council, 1993) .  \nOur watersheds are wonderful things to consider. The processes of falling rain, flowing streams and rivers, evaporating lakes and oceans, cause every molecule of water on Earth to move through  \n","cbCaiq5Z7i208wg9","https://ap.wps.com/l/cbCaiq5Z7i208wg9","pdf",173834,18,"English","# Abstract\n# Teacher Expedition and Phenomenological Method\n## Place, Shared Meaning, and Cultural Perspectives\n## Complexity, Scale, Connectedness, and Interdisciplinarity\n# Implications for Environmental Education Curriculum","[{\"question\":\"What does the watershed provide as a unit for education in this paper?\",\"answer\":\"The watershed provides a definable ecological and community unit that educators can use to frame educational experiences for diverse groups.\"},{\"question\":\"How is the teacher expedition in the paper presented?\",\"answer\":\"It is described through a first-person phenomenological approach, following an expedition from the headwaters to the river output.\"},{\"question\":\"Which key concepts are used to interpret experiences during the workshop?\",\"answer\":\"The paper highlights “place,” shared meaning, cultural perspectives, complexity, scale, connectedness, and interdisciplinarity.\"}]","Descending the Watershed - Rethinking the “Place” of Curriculum | PDF",1792084551,45]