Forest School: The Impact of Naming on Perception and Practice
Words and languages are not mere vessels of communication.
They are powerful tools that shape our perceptions, influence cultures, and frame our understanding of the world.
The terminology we employ carries with it layers of meaning, historical context, and cultural nuances that can profoundly affect how concepts are received and interpreted.
This linguistic interplay becomes particularly salient in educational paradigms, where the choice of words can either illuminate or obscure the essence of an approach.
I’ll give you an example:
Recently, I had the privilege of attending a conference titled "La scuola che cura" in Trento, Italy, where a consortium of esteemed educators, researchers, and psychologists convened to explore the complexities of enhancing the well-being of both students and teachers within educational settings. The discussions delved into contemporary challenges, such as tailoring educational environments and methodologies to accommodate neurodivergent learners, presenting an array of best practices aimed at fostering a more inclusive educational landscape.
Despite the richness of the dialogue, I found myself concerned with the evident gap between the aspirational goals discussed and the tangible realities faced in educational systems, particularly when comparing international approaches to supporting neurodivergent individuals.
In England, for instance, an Education, Health, and Care (EHC) plan is designed for children and young people up to the age of 25 who require more extensive support than what is typically available through standard special educational needs provisions. This plan comprehensively addresses educational, health, and social requirements, outlining the requisite support to meet these multifaceted needs.
Conversely, in Italy, the categorization and support for neurodivergence are distinctly segmented; conditions such as dyslexia fall under the classification of DSA (Disturbi Specifici di Apprendimento), whereas autism and ADHD are categorized as BES (Bisogni Educativi Speciali). The support mechanisms in place, namely the PDP (Piano Didattico Personalizzato) and the PEI (Piano Educativo Individualizzato), differ in their approach and nomenclature, with neither explicitly incorporating the term "care" in their titles.
So my question is:
How are we to address and nurture the needs, particularly special needs, if the terminology employed to describe the support frameworks for individuals does not even encompass the notion of "Care"?
In the case of Forest School, an educational model that emphasizes self-led learning in natural environments, the impact of its nomenclature is a testament to the intricate relationship between language and perception. While "Forest School" in its English iteration might evoke traditional educational settings, its Italian counterpart, "Pedagogia del Bosco," offers a nuanced perspective that aligns more closely with the philosophy's core values. This linguistic divergence highlights the critical role that language plays in shaping our understanding of educational methodologies and their underlying principles, underscoring the need for thoughtful consideration in the articulation of concepts that challenge conventional norms.
In the diverse landscape of alternative education models, Forest School stands out for its unique approach that emphasizes self-led learning through direct engagement with nature. However, the term "Forest School" itself, with the inclusion of "school," may inadvertently conjure up traditional educational imagery—structured time, given curriculums, and adult-led instruction—beliefs that are fundamentally at odds with the ethos of Forest School. In contrast, Forest School is characterized by its emergent curriculum, where learning is driven by the participants’ own interests and their interactions with the natural environment, rather than by a set syllabus.
In this case, the Italian translation of Forest School, "Pedagogia del Bosco," or "Pedagogy of the Woods," offers a nuanced linguistic alternative that more accurately captures the essence of the practice.
Selima Negro, an influential figure in the Italian educational landscape, has played a pivotal role in translating (although it’s more than just a translation) the Forest School ethos to the Italian context through her book "Pedagogia del Bosco. Educare nella natura per crescere bambini liberi e sani"
Beyond her literary contributions, Selima is deeply involved in developing a community of practitioners by offering comprehensive training and support. Her work ensures that the principles of this unique pedagogy are both preserved and effectively adapted.
What I really like about the name “Pedagogia del bosco” is the term "pedagogy" which in spite of the term “School”, places the focus on the method and philosophy, highlighting the learner-centred, exploratory learning process that is central to Forest School. This distinction is crucial in ensuring that the innovative educational approach of Forest School is not misunderstood or misrepresented due to linguistic associations.
At this juncture, it also becomes important to reflect how the practice is not only perceived but also how it might perilously deviate from its intended course due to misunderstandings arising from semantic decisions intertwined with instances of malpractice.
For example, the integration of Forest School principles into mainstream education in England has presented its own set of challenges. Merging the flexible, student-led approach of Forest School with the more structured and standardized framework of traditional education has led to a practice that sometimes deviates from its original values.
During my work as Forest School Facilitator at Bessemer Grange Primary School in South East London, in 2017, I frequently found myself engaged in clarifying discussions about the session's ethos with teachers.They often intervened, instructing the children to 'complete the activity before playing,' while simultaneously documenting the activities on their tablets—a practice that starkly deviated from our intended approach.
This hybridization of Forest School principles with conventional educational frameworks has ignited debates within communities advocating for self-directed and self-led education. Critics argue that this amalgamation dilutes the foundational ethos of Forest School, potentially compromising its integrity and diminishing its reputation in recent times. At the heart of this topic is the question of whether the core attributes of Forest School—autonomy, spontaneity, and a profound connection with nature—can truly coexist with the structured confines of traditional schooling systems.
However, the critique extends beyond the issue of integration, reaching into the broader capabilities of the Forest School approach. Some members of the self-led education communities express skepticism regarding Forest School's ability to encompass a wider spectrum of learning opportunities, such as, to name one, the incorporation of technology. This skepticism stems from a concern that the nature-centric, outdoor-focused ethos of Forest School might inadvertently limit exposure to tools and other types of literacy, which could be essential in the modern educational landscape. This viewpoint challenges the adaptability of Forest School, questioning whether it can evolve to meet the diverse and changing needs of learners.
One thing remains clear: education must adapt, and in our rapidly evolving world, it should swiftly embrace diverse methodologies. This process should consistently highlight the critical role of language and context in molding educational philosophies.
The example of "Pedagogia del Bosco" and the initiatives of educators like Selima Negro offer clarity and direction in Italy, and the challenges faced by Forest School in England highlight the delicate balance required between adaptation and adherence to foundational principles. As Forest School continues to grow and evolve, it is essential to navigate these complexities thoughtfully, ensuring that its transformative potential is realized without compromising its core ethos.