Nature journaling as a holistic pedagogical experience with the more-than-human world

Abstract

The paper discusses alienation from the more-than-human world and the need for nature pedagogies through the experience of nature journaling in an environmental education course in higher education. Students at a University Department of Early Childhood Education in Greece engaged in nature journaling through an assignment that encouraged them to explore their connection with the more-than-human world and reflect on their experience. The research results revealed different ways that the students experienced and connected with the more-than-human world. Nature journaling appeared to be a multilayered pedagogical tool of experience, collaboration, participation, reflection and enjoyment in environmental teaching and learning in higher education. © 2020 Taylor & Francis Group, LLC.