Learning by doing: Outschooling - Forestschool

Pedagogy or education known as “by nature”, “in the open air”, “outside” and other forest schools were gradually established in Europe since the beginning of the 20th century. Their objective was a complete education of the individual in nature and by nature.

They are, on this point, strongly influenced by so-called “alternative” pedagogies like (Montessori, Freinet, etc.) and also “democratic”ones. They share 5 fundamental principles (see opposite), which structure both their programs and the course of class sessions.

Principle 1: the forest school is a long-term process in harmony with the rhythm of nature, the seasons.

Principle 2: the forest school takes place in a natural wooded environment. Because the forest school uses natural resources as a source of inspiration to bring out ideas and to encourage spontaneous interaction.

Principle 3: The forest school offers learners the opportunity to take risks that are always assessed and adapted to the stage of the student’s development.

Principle 4: The Forest School is led by competent facilitators. The Forest School leader is a reflective practitioner and therefore also sees himself as a learner.

Principle 5: The forest school uses a range of learner-centred processes. Play and choice are an integral part of the Forest School learning process and play is recognized as central to learning and development. The observation of facilitators is an important element of the pedagogy of the forest school. Observations fuel mutual support and help tailor experiences for learning and development.

This “School of the Outside” carries a vision of societal change through the education of future generations in and through the so-called “natural” universe (as opposed to “man-made”). Similar, in its approach, to that of human permaculture, it puts at the center of its concerns the relationship of humans with the species that surround them and on which they depend. Education is therefore considered as a pragmatic and experiential learning of the “things of life” connected to concrete utility.