[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596965-105":59,"doc-detail-596965-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","reflections-on-campfire-experiences-as-wild-pedagogy","Reflections on Campfire Experiences as Wild Pedagogy","","Environmental challenges create an opening to strengthen listening to the more-than-human world, a capacity reflected in ancestral practices. Educators are developing “wild pedagogies,” and this article documents Canadian teacher candidates’ experiences with campfire-based activities during a single night of an annual field camp. It analyzes student narratives on successes and challenges, evaluates the activities as alternative experiences with Fire, and connects the findings to emerging teaching philosophies through six practice touchstones for wild pedagogies.",{"@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/reflections-on-campfire-experiences-as-wild-pedagogy/596965/",{"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/reflections-on-campfire-experiences-as-wild-pedagogy/596965.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","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 are wild pedagogies, and how does this article connect them to campfires?","Question",{"text":112,"@type":113},"Wild pedagogies are emerging pedagogical approaches that redirect how people relate to the world. The article examines campfire-based activities designed to cultivate deeper listening to the more-than-human world, framed through the concept of Fire.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the annual field camp structured for teacher candidates?",{"text":117,"@type":113},"The camp runs five days and four nights in a forest setting. Activities take place on the second, third, and fourth nights around a campfire, supported by a leadership team, and the field camp ends with summation and reflection.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does the leadership team play on the focus night?",{"text":121,"@type":113},"The third evening is emphasized as the target for exploring beyond conventional campfire activities. The leadership team is self-selected based on subjective interests in drumming, chanting, dancing, animal mimicry, and other creative expressions.","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},596965,1792189047,{"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},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Reflections on Campfire Experiences as Wild Pedagogy Zabe MacEachren, Queen’s University, Canada  \nAbstract  \nToday’s environmental challenges present us with the opportunity to enhance our ability to hear the voices of the more-than-human world. This was an aptitude that was central to our ancestral practices. Efforts to develop pedagogies that redirect our ways of being in the world are emerging under the broad title,“wild pedagogies.” This article describes Canadian teacher candidates’(TCs) experiences of a variety of campfire-based activities on a single night of their annual field camp and the TCs’ evaluation of their efficacy as alternative experiences with Fire. The article presents excerpts of student narratives that articulate the successes and challenges of such an endeavour, and the impact of the discovery of Fire as amore-than-human voice on their developing teaching philosophy. The analysis in this paper is grounded in the six touchstones for wild pedagogies in practice.  \nRésumé  \nLes enjeux environnementaux actuels sont l’occasion d’améliorer notre écoute des voix du monde extrahumain, une aptitude qui était centrale aux pratiques de nos ancêtres. On applique le vocable général de « pédagogies de la nature » au résultat des efforts déployés pour élaborer des pédagogies qui redirigent nos façons d’être dans le monde. Le présent article décrit les expériences vécues par de futurs enseignants canadiens lors de différentes activités réalisées autour d’un feu pendant une soirée de leur camp annuel, ainsi que l’évaluation, par ces mêmes futurs enseignants, de l’efficacité des activités proposées comme expériences non habituelles du Feu. L’article présente des extraits de récits d’étudiants mettanten mots les réussites et les difficultés d’une telle approche, et les effets de ladécouverte du Feu comme voix extrahumaine pour illustrer leur philosophie del’enseignement en devenir. L’analyse repose sur les six pierres d’assise de la miseen pratique des pédagogies de la nature.  \nKeywords: wild pedagogies, experiential, campfire, education, more-than-human  \nMots-clés : pédagogies de la nature, expérientiel, feu de camp, éducation, extrahumain  \nIntroduction & Background  \nEach year since 2001, the Outdoor & Experiential Education (OEE) program at Queen’s University, Ontario, Canada has offered teacher candidates (TCs) a unique campfire experience as one evening event at their annual field camp. I was at the beginning of my career when I received the appointment of program  \n102 Canadian Journal of Environmental Education, 25, 2022  \ncoordinator. I labelled this evening Deep Ecology Campfire (DEC), in part to distinguish it from the campfires held on other nights. The DEC was specifically aimed at introducing TCs to a perception of the world that emphasized a deeper appreciation for the more-than-human world. As the term wild pedagogies had yet to be introduced, the term deep ecology came closest to describing the principles I hoped to explore during the evening’s activities.  \nThe annual field camp takes place over a five-day, four-night period in a beautiful forest location on the Canadian Shield. The site is located next to afield at the end of a dirt road and overlooks a lake. The only on-site structure is a combined kitchen and dining hall. The setting has four semi-permanent campfire rings, two of which are in a clearing in the forest. Wild areas are always close at hand.  \nI facilitate the activities on the first night. This evening sees the participants quietly sitting, sipping their tea, and looking out at a tree-lined lake on the Canadian Shield as the sun sets. Students are asked to spend this time focusing on the location and what it has to offer.  \nThe activities on nights two, three, and four take place around a campfire. Each evening is facilitated by a leadership team, derived from an activity that loosely sorts TCs interests into three groups. The activities on nights two and four emphasize conventional, w","cbCaiee383qX8RXd","https://ap.wps.com/l/cbCaiee383qX8RXd","pdf",146376,18,"English","# Abstract\n# Introduction & Background\n## Program history and camp context\n## Night-by-night structure of activities\n## Leadership team selection and objectives\n# Keywords","[{\"question\":\"What are wild pedagogies, and how does this article connect them to campfires?\",\"answer\":\"Wild pedagogies are emerging pedagogical approaches that redirect how people relate to the world. The article examines campfire-based activities designed to cultivate deeper listening to the more-than-human world, framed through the concept of Fire.\"},{\"question\":\"How is the annual field camp structured for teacher candidates?\",\"answer\":\"The camp runs five days and four nights in a forest setting. Activities take place on the second, third, and fourth nights around a campfire, supported by a leadership team, and the field camp ends with summation and reflection.\"},{\"question\":\"What role does the leadership team play on the focus night?\",\"answer\":\"The third evening is emphasized as the target for exploring beyond conventional campfire activities. The leadership team is self-selected based on subjective interests in drumming, chanting, dancing, animal mimicry, and other creative expressions.\"}]","Reflections on Campfire Experiences as Wild Pedagogy | PDF",1792084098,45]