Is 26 years too slow?
This is the third installment of: Transformation, Revolution, and other Hyperbole in Education Reform
Tl;dr (your summary in case you’re short on time)
I am advocating for transforming schools in the “nature-based learning revolution.” Here, I’m tackling 6 questions for school transformers raised by education historian Larry Cuban. 2 weeks ago, I wrote about #1. Last week: #2 & #3. Today: #4 & #5:
Dear People Who Care About Students,
This is the third installment on my journey to understand what I’m talking about when I say “nature-based learning revolution.” Thanks for being here.
(For reference, read: Part 1 & Part 2; also summarized above in tl;dr above).
This multipart inquiry into the nature-based learning revolution was provoked by education historian, Larry Cuban’s, blog: “Transform” Schools: Hyped Language Weakens Reform” in which he highlights the ubiquitous use of the phrase “transform schools” and asks 6 questions to interrogate those of us who use it (NB: I use “revolutionize” in lieu of transform; the questions stand).
Confession: this is hard. Does it feel like it to you as a reader? It has felt laborious as a writer/thinker/do-er. Still, I’m stubborn, so I’ll stick with it. I welcome feedback – even poking holes – because this is important. I should be responsible in my use of words like revolution.
Today I’m tackling questions #4 and #5.
1. What does “transform” mean to you?
2. What are the problems to which “transformed” schools are the solution?
3. What exactly is to be transformed? School structures? Cultures? Classroom teaching? Learners?
4. Transform to what? What are the sought after outcomes?
5. How fast should the “transformation” be?
6. How will you know that the “transformation” will be better than what you already have?
7. Bonus from me: What does it feel like when things have transformed?
Here we go!
4. Transform (revolutionize) to what? What are the sought after outcomes?
What:
The nature-based learning revolution grows schools that are healthier and more supportive of learning (in LOTS of ways). It also establishes schools as places where students are more likely to become nature champions who care about our planet – and act accordingly.
Here’s the honest skinny:
The nature-based learning revolution can make students and educators (a bit) healthier, less stressed, calmer, happier. It can make learning (a bit) more engaging and (a bit) more relevant, and improve academic outcomes (a bit). It can help students collaborate (a bit) better, forge (somewhat) better relationships, be (a bit) more creative, curious, and able to solve problems. It can make schools – and learning – a bit more joyful. All of these things matter in direct and derivative ways. They matter to individuals and they matter in aggregate.
And, we have research suggesting the nature-based learning revolution can develop environmental stewards by establishing awareness about more-than-human nature and planting seeds of connection and love for the Earth. Later, these seeds are (somewhat) more likely to sprout adolescents with a sense of agency and purpose to take action to tackle climate change and its derivative consequences and grow into adults who are nature champions.
Writing that, I almost feel like putting my tail between my legs and walking right off this Substack.
Am I spending all of these words and my “one wild and precious life” only to imagine things being “a bit” better?
I’m literally the most 😂superlative-prone person (tied for first with my friend @Kate Ullman and her dad @Steve Arnold). With my infinite capacity for favorites and bests, should I advocate for something that merely can (i.e., holds the potential to) make things a bit better?
YES!
I embrace my 100% genuine exuberance with actual, factual evidence for what can happen when we foster nature connections in school through nature-based learning.
It leaves me feeling superlative anyhow, because I love nature connections for learners that much. Even a bit goes a long ways, as they say. Plus — you and I both know — for some students and some educators, we have seen more than bit benefits.
Honesty’s consequences
A few weeks ago, I was listening to historian Johann Neem in his “There’s No Way to Win the School Culture Wars” guest visit to the Have You Heard Podcast. He threw down a gauntlet for education reformers (am I one?!!! 😳) that feels closely connected to Cuban’s allergies about “transforming schools.” Neem said we should be honest about what we’re doing (or trying to do) in schools because otherwise we erode trust and diminish support. In other words, when people see claims about schools that conflict with reality on the ground – a reality which many of them are LIVING via having (a) child(ren) in the school system -- they start to wonder about the whole education project. And that’s a really dangerous situation.
This brings me back to my meme about Zuckerberg and me from last week (just recycling because I’m proud of it).
Still, with Johann Neem’s counsel, I’ll stick to my “bit caveats.” The bits matter, are honest, and they add up.
Sought-after Outcomes
My sought-after outcomes for the nature-based learning revolution are little things like better learning and human and planetary wellbeing.
Please don’t laugh at my shortlist given what I just said about “bit caveats” and honesty.
Here’s the reason I’m not nuts: I am advocating for 🍎-a-day nature-based learning — regular bite-or-bit-sized changes to teaching practice – as a next right step.
The nature-based learning revolution is not the end. It is not even the only next right step. It is A NEXT RIGHT STEP.
It is not a replacement for other changes or transformations. There is more room for other revolutions to get us to student-centered, relevant, authentic, community-based, regenerative, <insert a long list of adjectives here>…..learning.
All I’m saying is: we know how to and CAN do nature-based learning in schools. So let’s.
5. How fast should the “transformation” (revolution) be?
The nature-based learning revolution in schools has already started. Plenty of educators have come to it on their own (thank you, teachers!). Many others are raising their voices to bang this drum.
So, how fast? Now!
And slowly slowly.
To apply an oft-used African proverb:
“If you want to go fast, go alone. If you want to go far, go together.”
Spreading the nature-based learning revolution everywhere is do-able now. One teacher, one classroom, one school at a time (thanks
). The individual-level changes can be done quickly by going alone. That path is also lonely. We must also thread together individual educators into a network of nature-based learning educators to go far – and to produce a revolution. That will take more time.Here’s the goal my non-profit recently set (NB: We are DEFINITELY NOT ALONE — we are proud to be part of the larger nature-connected learning movement):
One teacher, one classroom, one school at a time – stitching together a network of educators who are making small changes to the way they teach – we will grow our way to 81 million+.
Doesn’t that feel revolutionary?
I wrote this goal after listening to the We Are For Good podcast with guest @Dan Pallotta1. Dan asked why those of us in the non-profit sector find ourselves scared to have big dreams. Maybe we're scared of failure. The stakes are so high.
Ironically, our inability to be AUDACIOUS dreamers is a primary failure. So I decided to think BIG.
I set 2049 for achieving Good Natured Learning’s “Earthshot Audacious” goal because 26 is my fave number and 2049 is 26 years from now. Plus, I know it will take a minute to grow a network of all educators across the globe — even if lots of us are working on it.
Admittedly, 26 is a bit arbitrary. I just wanted some time-bound accountability — and though I know it will take a minute I also feel like it doesn’t have to take forever. If SpaceX plans to land on Mars by 2026, we sure as heck can connect with nature all around us through the way teaching and learning happen in schools.
Is 26 years too lenient?
Built to Last
Beyond being immediate and actionable, and spreading slowly (but not too slowly) in a stitched together network, nature-based learning’s modest, positive impacts on learners and educators – and on learning – are DURABLE. They can stick with us through other reforms, transformations, and the many swirling storms that always surround educators and education (tests, new curriculum, mandates, culture wars, tech, AI, who knows what’s next, etc.).
I’ve said it before and I’ll say it again: “Nature-based learning – learning outdoors or bringing elements of nature indoors for learning – is an educational life jacket.” It will help the people who are drowning (or at least not thriving) in schools right now. It will be useful in the dinghies we row to the new system. And we should keep doing nature-based learning no matter where we end up in this great educational project; it will make learning – and us and our Earth – better there/then too.
Be well,
Becca
PS. You can help grow the revolution:
Dan recently produced a movie about the philanthropic and non-profit sectors called Uncharitable. I haven’t gotten to see it yet — and I recommend you watch it if you can. Here you can find where/when to view it in theaters. Can’t wait to see it here in Nairobi.
Yes and YES! Having just labored over my end of the year appeal and writing:
"When we think about preserving land for sensitive species and for the benefit of our communities, Rivers & Lands Conservancy’s staff think about perpetuity. The lands we conserve are meant to be protected and stewarded forever, and that means we need to reach out a hand to the generation who will take our place. The kids we work with are our future.
We believe that if we do not introduce them to future career paths, inspire them to care about open and wild spaces, and connect with them personally, all of our work may not persevere. We know that we are working with future voters, biologists, leaders, and beneficiaries of conservation."
This is SUCH important work and we struggle to figure out how to expand our capacity and be of greater assistance to our local teachers. In the meantime, I'm just going to keep reading your thoughts and pondering... Thank you!