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Drawing on narrative therapy concepts and traditional wisdom, it outlines experiential learning pathways grounded in wild pedagogies. Two reflective touchstones guide the inquiry: nature’s agency as co-teacher and how to locate the wild within one’s narratives, supporting identification with a more-than-human ecological self.",{"@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/transforming-existing-perceptions-language-as-a-tool-for-accessing-the-ecological-self/596969/",{"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/transforming-existing-perceptions-language-as-a-tool-for-accessing-the-ecological-self/596969.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":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central claim about language in the paper?","Question",{"text":112,"@type":113},"The paper claims that telling stories of life shapes how people understand the world, and that important ecological recognition comes from language that acknowledges non-human beings as subjects rather than objects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the two reflective touchstones used to guide experiential learning pathways?",{"text":117,"@type":113},"The two touchstones are (1) the agency and role of nature as co-teacher, and (2) locating the wild.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author argue that wild pedagogies matter?",{"text":121,"@type":113},"Wild pedagogies are presented as a way to rediscover ecological relationships and identity, inviting shifts in habitual thinking that enable a more inclusive ecological self.","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},596969,1792171372,{"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":52,"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","Transforming Existing Perceptions: Language as a Tool for Accessing the Ecological Self  \nMeghan B. Richey, Department of Exercise Science, Physical and Health Education, University of Victoria, Canada.  \nAbstract  \nThe way we story our lives shapes the way we understand and experience the world.  \nThis paper draws on concepts from narrative therapy and examples of traditional wisdom to argue that an important step in recognizing our interdependence and co-extensive relationships with the more-than-human world is to introduce language that acknowledges non-human beings as subjects rather than objects. To frame experiential learning pathways that enter into wild pedagogies of nature, this paper will focus on two reflective touchstones: 1) agency and role of nature as co-teacher;  \nand 2) locating the wild. By exploring the possibility of narratives that are co-created with the wild, we may expand our identification with the more-than-human world, opening us up to experiences of our own, more inclusive, ecological self.  \nRésumé  \nLa manière dontnous concevons la trame de notre vie modèle notre compréhension et notre expérience du monde. Le présent article, s’inspirant des concepts de lathérapie narrative et d’exemples de sagesse traditionnelle, soutient que l’une des étapes importantes de la reconnaissance de notre interdépendance et de nos relations d’égal à égal avec le monde extrahumain est justement defaire appel à un langage qui considère les êtres non humains comme des sujets plutôt que des objets. Pour bien situer les voies d’apprentissage expérientiel qui cadrent avec les pédagogies de la nature, le présent article aborde principalement deux de ses pierres d’assise : 1) la capacité d’agir et le rôle de la nature comme co-enseignant;  \n2) la rencontre avec la nature. En explorant la possibilité de cocréer nos trames narratives avec la nature, nous nous sentirons plus proche du monde extrahumain, ce qui nous ouvrira à faire l’expérience de notre soi inclusif et écologique.  \nKeywords: ecological self, wild pedagogies, language, narrative, nature  \nMots-clés : soi écologique, pédagogies de la nature , langage, trame narrative, nature  \nCanadian Journal of Environmental Education, 25, 2022 207  \n“Each of us knows in our bones that the world is not a machine”  \n(Drengson, 1995, p. 85) .  \nThe Need for Wild Pedagogies  \nThe profound level of interconnectedness of humans with each other and with the more-than-human world has been brought into stark relief since the early months of 2020. Addressing complex problems such as the current COVID-19 pandemic, climate change, racism, mental health, overpopulation, sustainability, economic disparity, and the loss of biodiversity has often been undertaken through the highly specialized channels that characterize traditional education and research. However, the abovementioned problems are closely interconnected. Indeed, these issues may be understood as different aspects of one crisis, which is largely a crisis of how we have come to view the world and the narratives that ensue from this (Macy & Brown, 2014) . Within this current milieu, my work as a clinical counsellor has made me increasingly aware of the need for a more integrative and experiential approach to psychological health.  \nAs a psychotherapist, I have been brought into conversation with many young people who are able to speak candidly and with considerable insight about the problems they and their generation must address. Those faced with the task of tackling the converging and increasingly urgent crises in our society experience, understandably, a wide range of emotional responses. Many voice a sense of loss of hope for a predictable future and express frustration at systemic injustices that perpetuate oppression and environmental destruction. It is my sense that the modern Western perception of humans as lone actors who are surrounded by a world of objects has both contributed to, and continues to reinforce, many people’s","cbCaibFvI43j2swI","https://ap.wps.com/l/cbCaibFvI43j2swI","pdf",160339,15,"English","# Abstract\n# The Need for Wild Pedagogies\n## Interconnected crises and educational limitations\n## Wild pedagogies and narrative shifts\n## Ecological self and subject–object relationships","[{\"question\":\"What is the central claim about language in the paper?\",\"answer\":\"The paper claims that telling stories of life shapes how people understand the world, and that important ecological recognition comes from language that acknowledges non-human beings as subjects rather than objects.\"},{\"question\":\"What are the two reflective touchstones used to guide experiential learning pathways?\",\"answer\":\"The two touchstones are (1) the agency and role of nature as co-teacher, and (2) locating the wild.\"},{\"question\":\"Why does the author argue that wild pedagogies matter?\",\"answer\":\"Wild pedagogies are presented as a way to rediscover ecological relationships and identity, inviting shifts in habitual thinking that enable a more inclusive ecological self.\"}]","Transforming Existing Perceptions - Language as a Tool for Accessing the Ecological Self | PDF",1792084107,38]