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Using archival materials and foundational ideas from two environmental programs, it argues for renewing land education’s awe-inspiring experience as a basis for historic, critical interdisciplinary reflection on urban places where most people live.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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central question of the paper about awe and environmental education?","Question",{"text":63,"@type":64},"The paper examines what role awe can play in environmental education as life becomes more urbanized, and how land-based experience can inform that practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper explain the historical emergence of land experience in environmental education?",{"text":68,"@type":64},"It describes early environmental scholars’ ideas that the mind extends through surrounding ecologies, which supported curriculum initiatives such as land experience, interdisciplinarity, and critical histories.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the author propose for renewing land education’s role in urban academic settings?",{"text":72,"@type":64},"The author argues that renewing awe-inspiring land education can provide a context for historic and critical interdisciplinary thinking about urban places where most people 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Leduc, Wilfrid Laurier University, Canada  \nAbstract  \nWhat role can awe play in the practice of environmental education as our lives become increasingly urbanized? This paper looks at the historic emergence of land experience in environmental education and thinking as a means for examining its potential role in an urban academic setting. Many early environmental scholars proposed that the mind is spread out in surrounding ecologies, and it was an idea that fostered curriculum initiatives like land experience, interdisciplinarity, and critical histories. Using archival documents and seminal environmental thought from two academic environmental programs, I consider the potential of renewing the awe-inspiring experience of land education as the context for historic and critical interdisciplinary thought on the urban places where most of us live.  \nRésumé  \nQuel rôle l’émerveillement peut-il jouer dans l’éducation à l’environnement dansun contexte de plus en plus urbanisé? Cet article explore l’émergence historique de l’expérience sur le terrain dans l’éducation à l’environnement et dans la pensée écologique, et envisage son apport potentiel en milieu scolaire urbain. Pour denombreux spécialistes de l’écologie, l’esprit se moule à son environnement et cette idée a donné naissance à des initiatives comme l’apprentissage sur le terrain, l’interdisciplinarité et les récits critiques, qui ont été intégrées aux programmes éducatifs. En m’appuyant sur des documents d’archives et sur certains concepts fondamentaux découlant de deux programmes consacrés à l’étude del’environnement, j’examine la possibilité de renouer avec l’apprentissage sur le terrain et l’expérience d’émerveillement qu’il suscite comme préambule à uneréflexion interdisciplinaire historique et critique sur les milieux urbains où vivent la plupart d’entre nous.  \nKeywords: land experience, urban, interdisciplinary, awe, critical histories  \nIntroduction  \nSitting amidst a spring chorus of chirping birds in a ravine, I am reminded of the importance that land experience has historically played in the environmental movement and environmental education. From Aldo Leopold (1970/1949) to Richard Louv’s (2008) recent Last Child in the Woods , land experience has consistently been touted as essential for developing an awareness of human-nature  \nCanadian Journal of Environmental Education, 21, 2016 163  \nrelations, ecological literacy, a critical sense of the human role in current environmental issues, and social responsibility for our broader relations. I sometimes hear such lessons being taught to groups of students that traverse the wetlands below, savannahs up above, and mixed forest of this ravine. Sometimes it is a conservation organization or nature centre that is leading the education, and other times it can be a primary or secondary class related to the EcoSchools initiatives that have emerged over the past two decades in Ontario and elsewhere (e.g. , Ontario EcoSchools, 2016) . These educational practices are related to an environmental education tradition that has seen the fostering of a nature sensibility through land- or place-based experiences as core to curriculum (see Asfeldt, Urberg, & Henderson, 2009; Curthoys 2007; Greenwood, 2003) .  \nWhen my eight-year-old daughter returns from such an excursion or camp, she comes back with questions and teachings that fill her with awe for the kind of world she lives in—a land experience that in many ways seems distant from the urban realities that drive our everyday lives. Her exuberance often reminds me of John Livingston’s Governor General award-winning book Rogue Primate, where he describes natural environments as places where “one sought, and found; when one relinquished, and was free”(1994, p. 197) . In the writings of this original co-producer of CBC’s The Nature of Things and before that a leading conservationist at the Canad","cbCain0CUGoaXz6C","https://ap.wps.com/l/cbCain0CUGoaXz6C","pdf",1267464,15,"English","# Introduction\n## Awe and land experience in environmental education\n## Urban context and educational practice","[{\"question\":\"What is the central question of the paper about awe and environmental education?\",\"answer\":\"The paper examines what role awe can play in environmental education as life becomes more urbanized, and how land-based experience can inform that practice.\"},{\"question\":\"How does the paper explain the historical emergence of land experience in environmental education?\",\"answer\":\"It describes early environmental scholars’ ideas that the mind extends through surrounding ecologies, which supported curriculum initiatives such as land experience, interdisciplinarity, and critical histories.\"},{\"question\":\"What does the author propose for renewing land education’s role in urban academic settings?\",\"answer\":\"The author argues that renewing awe-inspiring land education can provide a context for historic and critical interdisciplinary thinking about urban places where most people live.\"}]","Renewing Awe in the Urban Experience - Historic Changes in Land-Based Education | PDF",1792083616,38]