Listen, Learn and Lead from The Forest: Nature-Based Leadership Meditations for Environmentally-Conscious Teachers and Facilitators
Listen, Learn and Lead from The Forest is designed to help ecologically-conscious teachers, educators and facilitators feel well-resourced and able to make change by learning from a unique series of leadership meditations set in the more-than-human world.
You will get the most from this resource if you are:
- An ecologically-aware teacher, educator or facilitator
- Who thinks visually, creatively, and big picture
- Who is in a leadership position – for a group, a cohort, a team or a community
- And feels fed up of traditional, ungrounded, ‘business as usual’ leadership approaches
- Are looking for alternative, active, bite-sized and environmentally-engaged ways of learning
- Who wants to spend more time with the more-than-human world
- And is eager to learn from our more-than-human family
Four reasons to buy this resource:
- You’ll build confidence in your leadership by examining qualities which often get left out of traditional leadership thinking – qualities like peace, flexibility and replenishment
- You’ll feel better resourced and therefore more able to make environmentally-focused change with your students, peers, participants and network
- You’ll get to know a unique entity near you and deepen your connection to the more-than-human world, learning from it and expanding your appreciation of its wisdom
- You’ll join other participants in their praise: “I just loved the course, and I believe all the resources are perfect and made me stretch out of my comfort zone” and “I thought it was amazing – the audios were very inspiring, the journaling prompts were very helpful”
What’s included in this resource:
- 10 audio meditations of between 10-15 minutes each
- Covering 10 themes of leadership not usually tackled by ‘business as usual’ training
- Focused on learning from a unique entity in your local green area
- 10+ thoughtful journal prompts to accompany the meditations
Informed by research:
Place-based approaches to environmental education are frequently cited as effective because they directly engage participants with an appreciation of the local environment and an awareness of their influence upon it (Graham, 2007; Inwood, 2010; Anderson and Guyas, 2012). Decentring the human experience is an innovative strand of creative teaching, where the human experience is moved out of the centre of any learning journey to be replaced by the experience of, for example, an animal or plant (Golańska and Kronenberg, 2020; Kallio-Tavin, 2020); in this resource, the human is decentred to be replaced by the experience of a unique tree. This resource also draws on critical place-based pedagogy (Gruenewald, 2003) and frameworks such as Rounder Sense of Purpose and Advance HE’s Education for Sustainable Development guidance.
This resource aligns with the overall aims of Sustainable Development Goals 4, 13 and 15: providing accessible and high quality education which brings awareness to the existence and protection of life on land, and encourages paradigmatic climate action.
How to use this resource:
- Click on the button below – you will be taken to a payment page
- On the purchase confirmation page, you’ll be given a link and password to access the resource
- Click the link, type in the password, and download the full resource: instructions, audio meditations, and a workbook of journal prompts
- Plug in, walk into the world and start learning
Listen, Learn and Lead from The Forest: 10 meditations + ~30 page journal prompt workbook
Anderson, T. and Guyas, A. S. (2012) ‘Earth Education, Interbeing, and Deep Ecology’, Studies in Art Education, 53 (3), pp. 223-245.
Golańska, D. and Kronenberg, A. K. (2020) ‘Creative practice for sustainability: A new materialist perspective on artivist production of eco-sensitive knowledges’, International Journal of Education Through Art, 16 (3), pp. 303-318.
Graham, M. A. (2007) ‘Art Ecology and Art Education: Locating Art Education in a Critical Place-Based Pedagogy’, Studies in Art Education, 48 (4), pp. 375-391.
Gruenewald, D. A. (2003) ‘The Best of Both Worlds: A Critical Pedagogy of Place’, Educational Researcher, 32 (4), pp. 3-12.
Inwood, H. (2010) ‘Shades of Green: Growing Environmentalism through Art Education’, Art Education, 63(6), pp. 33-38.
Kallio-Tavin, M. (2020) ‘Art Education Beyond Anthropocentrism: The Question of Nonhumans Animals in Contemporary Art and Its Education’, Studies in Art Education, 61 (4), pp. 298-311.