Nature Connection

In the Snowy Mountains Forest, Taiwan

The teachers of CuXin school in Yilan, Taiwan have been interested to find a location for a week-long wilderness camp for the year 9 class. We wanted to design a camp where students will have to rely on good survival skills and self management. We also want them to be able to learn the lore of the forest, such as how to identify and use the plants, now to build shelters, how to track animals, and how to understand the processes at work in a forest ecosystem. We set off on a 3 day trek into the Snowy Mountain Range, guided by two hunters of the local aboriginal Taiha tribe. After about 7 hours walk we arrived at a very simple tarp shelter which was  to be our base for the three days. The shelter was very simple. It kept us dry during some big rain showers and from it we went on several walks to explore the forest. During our walks we learnt about useful trees and medicinal plants, animal behaviours, fishing and hunting methods, and about the history of the aboriginal tribes through the years of the Japanese occupation of Taiwan. The tribe used to be head hunters and we were given vivid descriptions of how the heads of the enemy dead were collected and displayed. Achung taught us to recognise several animal prints including wild pigs, goats, barking deer, a type of wild cat and the crab-eating mongoose. He was able to estimate the size and weight of each of the animals and give a precise day and time for when the prints were made. It was a unique experience to wander through the dense temperate forest, realising that there was so much going on if only you have the eyes and awareness to see it. Epiphytic ferns decorated many of the trees. These colourful fungi are some of the decomposers that form a vital role in the life cycle of the forest, turning dead material back into fertile soil. I made this video that gives some more impressions of our experience on this trip:

In the Snowy Mountains Forest, Taiwan Read More »

A nature connection curriculum in Taiwan

Fresh water in Transylvania / J.Thomson In my view there are compelling reasons to increase the amount and quality of outdoor education in schools. We have an unprecedented environmental crisis that is accelerating the decline of ecosystems worldwide on the one hand, and a crisis of mental health, disconnection and loss of hope in many young people on the other. The Covid-19 Virus and its social, economic and political consequences is making our interdependence clear on so many levels, and challenging us to adapt in new ways to limit the spread of the pandemic whilst also maintaining positive relationships and attitudes. Atlas Moth in Thailand / J.Thomson It has been demonstrated that nature connectedness improves mental health and wellbeing and also increases the likelihood that the individual will make positive interventions that conserve nature. In other words, it benefits both the natural world and human wellbeing. Nature connectedness doesn’t just mean being surrounded by greenery, exercising in nature or going for holidays in beauty spots. It is an active engagement with nature through attention of the senses, connecting emotionally, seeing beauty and harmony, finding meaning in the natural world, and feeling compassion for all living things. (check out this article for more in-depth on the subject) I am in the Yilan Province of Taiwan, working with CiXin Waldorf School in Dongshan to enhance their outdoor education curriculum right through from Years 1 to 13, but focusing on the high school.   The goal is to use outdoor education to let the students grow in their self confidence, their physical and mental resilience, their agility to learn new things, their understanding of their place in the world and their nature connection. In this way we can hope that the students will move on into their lives with a sense of meaning, purpose and empowerment to participate in the world with confidence, offering unique strengths and value. My time with the school involves working with the teachers and administrators to develop a heightened vision for the outdoor programme, review the present offerings and explore opportunities to enhance or add to the various outdoor activities that are already in place. As part of this process I have been invited by the teachers to explore the region of the NE of Taiwan to help find opportunities for creating new outdoor learning experiences for the various classes. This video gives an idea of the forests that are not far from the school. We visited them one day to assess their potential for outdoor activities:

A nature connection curriculum in Taiwan Read More »

Why we need to find a way to reconnect with Nature

Receiving theSCANZ science communication prize for 2019

After 12 years living my dream job at GNS Science in New Zealand, I left the organisation in early January 2020 to become a self employed educational consultant and science communicator. So why leave GNS and expand my horizons? Here is my Why: There have been so many incredible highlights from my time being connected with GNS, going back as far as 2001 that I find it hard to write a full list, but here is a taster: running field trips for students and teachers all over New Zealand, including exploring glaciers in the Southern Alps, on the volcanoes and many other fascinating locations, being the logistics manager for the Alpine Ice Core project, drilling ice on several glaciers in the Southern Alps working in Antarctica as an educator for the ANDRILL sediment coring programme Being a script editor, science advisor and presenter for several TV documentaries shown to a worldwide audience Creating the GNS Science YouTube channel, by far the most popular video channel for any New Zealand university or Crown Research Institute Creating the GeoTrips website that shows interested non specialists where they can explore geological outcrops, landforms or informative displays. Science Communicators’ Prize for creating the GeoTrips website Visiting and exploring many fascinating locations in New Zealand and Indonesia to document the work of science teams out in the field, including areas affected by the Christchurch Earthquake, Kaikoura Earthquake, Volcanoes such as White Island, Tongariro, Ruapehu and the Auckland Volcanic Field. Discovering fossils in remote areas including an unknown species of fossil whale Best of all has been to get to know a huge range of teachers, scientists, students and others, many of whom I hope to continue to work with. In my new role I will continue to work independently with science organisations, schools and individuals who are interested to communicate about geoscience, ecology, education and adventure in the outdoors. Julian Thomson, Rangipo Desert with logs burnt by the Taupo Eruption,

Why we need to find a way to reconnect with Nature Read More »

Developing a nature and outdoor education programme in Taiwan

Stone circle art at Nanao River, NE Taiwan

I have been asked to work with a group of teachers and school administrators in Cu Xin school, Dongshan Township, Yilan, Taiwan, to help them develop and refine their nature and outdoor education programme in the high school. I will be there for the month of February 2020 and this will be the first visit, with possibly more to follow. The rationale for this initiative is that outdoor education can be designed to offer several benefits, including physical fitness, psychological challenge and resilience, aesthetic appreciation and scientific learning. One thing that interests me in particular is the relationship between being in or near to green spaces and natural environments; specific nature connectedness activities; psychological well-being and environmental action taking. These are topics that I will elaborate on at a later date. For now let me leave this video with you that is the way I see things in this space of education and nature:

Developing a nature and outdoor education programme in Taiwan Read More »