Independent Thinking on Nature-Based Learning

Dr Alexia Barrable was born in Greece and had a wild childhood climbing trees and rescuing tortoises. After moving to the UK in her early teens, she went on to study at Oxford and Cambridge, where she qualified as a teacher. Alexia has a PhD in psychology in education and conducts research on the human-nature relationship. She is passionate about spreading the word of the benefits of, and opportunities offered by, nature-based learning. Since establishing Independent Thinking 25 years ago, Ian Gilbert has made a name for himself across the world as a highly original writer, editor, speaker, practitioner and thinker and is someone who the IB World magazine has referred to as one of the world's leading educational visionaries.The author of several books, and the editor of many more, Ian is known by thousands of teachers and young people across the world for his award-winning Thunks books. Thunks grew out of Ian's work with Philosophy for Children (P4C), and are beguiling yet deceptively powerful little philosophical questions that he has created to make children's - as well as their teachers' - brains hurt.Ian's growing collection of bestselling books has a more serious side too, without ever losing sight of his trademark wit and straight-talking style. The Little Book of Bereavement for Schools, born from personal family experience, is finding a home in schools across the world, and The Working Class - a massive collaborative effort he instigated and edited - is making a genuine difference to the lives of young people from some of the poorest backgrounds.A unique writer and editor, there is no other voice like Ian Gilbert's in education today.

Alexia Barrable's timely book concisely takes us through the multitudinous benefits of regular contact with the natural world. The book is aimed at educators of children, but the content contains valuable lessons for us all. This is in the form of citing research on brain function and behaviour which illustrates why these benefits accrue but, just as importantly for teachers, there are many practical examples to show them how and why access to nature is vital, both inside and outside the classroom. Before plunging the reader into the delights of being immersed in nature, Alexia gives a thought-provoking overview of how and why most 'modern' humans have become divorced from the natural world and the damaging consequences of this. She argues that it's not a case of 'getting back to nature' because we are inextricably part of it. Within this, she decries the notion that nature should be seen as an external pristine and unspoilt entity but rather something that we should notice, study and celebrate even in the most urban of circumstances. The subject matter is complex and interrelated, but Alexia skilfully guides the reader through this by the way the chapters are put together, each giving very useful and insightful case studies and takeaways to add clarity and realism for the busy teacher. Throughout the book, there are illustrative examples of excellent pedagogical consideration and techniques which facilitate successful learning for all. The chapter on inclusion amply shows that nature-based learning should be accessible for all and can be particularly effective for children with special needs. The relevance of the content in the context of the everyday reality of schools is enhanced by the descriptions of how this type of learning can permeate all subjects and also the 'attainment' agenda. However, this is not at the expense of showing the benefits of less easily measurable outcomes such as happier, more attentive children who need to be partners in learning rather than passive receivers of it. The gamut of learning enhancement via nature immersion that Alexia describes is indeed impressive. This ranges from gross and fine motor skills development to managing risks, improving autonomy and social and collaborative skills. Alexia's book should have a high profile within all teacher training and CPD for teachers who have never really encountered this approach. Although the title is Nature-Based Learning it could legitimately be called just High-Quality Learning, for indeed this is what it advocates and illustrates. The book shows us that most people have some sort of nature-deficit disorder and that the worst period of COVID-19 showed us the value of being outdoors. This period also showed how disadvantaged people and their children suffered disproportionately from lack of access to green (non-AstroTurfed) space and how this needs to be remedied. It's also timely as we face the climate crisis and biodiversity loss because we desperately need everyone to have knowledge and empathy for nature. As a head teacher of 20 years, I learned much from this book as well as being reminded about how valuable nature-based learning is and how we ignore it at our peril. If every school adopted its practices in full, the education system would have little to worry about and we would have much less to worry about regarding the education system.Dr David Dixon