Dr. Gil Gertel The Roots of Outdoor Experimental Learning in Educational Philosophy

What do you want Them to gain?

The formation of the Dead Sea Valley The buildup of the salt in the sea Technology for manufacturing salt

science technology society Listen to me

Who invented this?

* There is a way which seemeth right unto a man (14, 12) * The way of the LORD … ( 10, 29) * For the LORD giveth wisdom, out of His mouth cometh knowledge and discernment; (2,6) * Train up a child in the way he should go... (22,6) * Foolishness is bound up in the heart of a child; but the rod of correction shall drive it far from him. (22,15) * Hear, my son, the instruction of thy father … (1,8)

1. There is one way: behavior, knowledge 2. Young people do not have this knowledge 3. It is the role of the adults to pass it to them 4. The method of speaking and listening

1610 Galileo Galilee

1623 Gian Lorenzo Bernini

1627 Francis Bacon

The end of our foundation is the knowledge of causes and secret motions of things […] We have 3 that collect the experiments which are in all books. We have 3 that try new experiments, We have 3 that draw the experiments into titles and tables,

Then after divers meetings and consults of our whole member, We have 3 that take care, out of them, to direct new experiments, of a higher light, Lastly, we have 3 that raise the former discoveries by experiments into greater observations and axioms... These we call interpreters of nature.

collection - inclusion from concrete to abstract Truth1 = Entire1 = Single

1632 John Amos Comenius Didactica Magna

“It is on this point that those teachers fall into error [when they] give the boys endless dictations, and make them learn their lessons off by heart. (16.36) The method used in instructing the young has generally been so severe that schools have been looked on as terrors for boys and shambles for their intellects.” (11.7)

“Schools did not show their pupils the objective world as it exists in itself, but only what this, that, or the other author has written or thought about this or that object […] The result is that most men possess no information but the quotation.” (18.23)

“To seek and to find a method of instruction, by which teachers may teach less, but learners may learn more".

“The rational animal, man, shall be guided, not by the intellects of other men, but by his own.” (12.2) “Men must learn to know and investigate the things themselves, and not the observations that other people have made about the thing.” (18,28)

“Boys made to exercise, first senses, then the memory, then the comprehension, and finally the judgment. (17.28)

“The student should first learn to distinguish things and the concepts of things by means of their genera and species; Then to classify them afresh, with respect to some other common quality, for such links exist between all things; Then to define and distribute them;

Then to estimate the value of the things and their concepts in combination, seeking out the what? The whence? And the why? [Then] he may proceed to ratiocination and seek how to draw conclusions; And finally he may essay discursive reasoning.” (21.8)

Distinguish Classify Define and distribute Estimate Ratiocination Draw conclusions; Discursive reasoning

From collection to inclusion From concrete to abstract

“The subjects learned should be arranged in such a manner that the studies that come later introduce nothing new, but only expand the elements of knowledge that the boy has already mastered” (16.45)

From collection to inclusion from concrete to abstract from general to particular

AimLearning is Teaching is is inTrue Restraint control Memorize by listening Passing by speaking BooksSingleAncient

AimLearning is Teaching is is inTrue Restraint control Memorize by listening Passing by Speaking BooksSingleAncient Opportunity for human development Experience: collection and inclusion ExposingNatureEntireComenius

Listen to me

AimLearning is Teaching is is inTrue Restraint control Memorize by listening Passing by speaking BooksSingleAncient Opportunity for human development Experience: collection and inclusion ExposingNatureEntireComenius The effective school, and standardization of education is more like ancient education Modern

Jean-Jacques Rousseau ( )

Johann Heinrich Pestalozzi ( )

Friedrich Fröbel ( )

John Dewey ( )

Robert Baden-Powell ( )

Jean Piaget ( )

From collection to inclusion from concrete to abstract from general to particular

More real-world than books More self experience than lectures More personalization than standardization

1632 John Amos Comenius “What I have in view is an education in the objects that surround us.”