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A critique of “Forest School” or something lost in translation

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Abstract

This is a critique of an approach to outdoor education experienced in the UK as Forest School. Forest School came to the UK primarily from Scandinavia, where early years education conducted in the outdoors is a widely accepted practice. In its move to the UK, however, three major issues have arisen. The first concerns how Forest School as a form of outdoor education is culturally, socially and historically situated. This suggests that its adoption in the UK must navigate cultural differences, acknowledging that Forest School is a social construction. Secondly, the pedagogy of Forest School, relevant as it is to early years education, is undertheorised in the outdoor education literature. This especially relates to considerations of play as a central tenet of Forest School pedagogy. Thirdly, the expansion of Forest School in the UK has taken a particularly corporate turn, resulting in a rapid institutionalization and commodification of Forest School practices. The need to situate claims made for and about Forest School in well designed and conducted research is crucial to substantiating what can degenerate into market based promotion. Finally, some of the very positive contributions Forest School is making to the development of contemporary practices of outdoor and environmental education are introduced. This critique is written in the spirit of engaging in robust discussion and debate around Forest School in order to see the difficulties addressed and the positive contributions continue.

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Notes

  1. Place as the geographical construct explored by Tuan (1977). Space and place: The perspective of experience. Minneapolis: University of Minnesota Press.

  2. It is not the purpose to explore play in detail here, but the work of Bruce (2011b) is recommended as essential reading.

  3. The plural Forest Schools is a trademark of Archimedes Training Ltd.

  4. The Forest Education Initiative is part of the Forestry Commission. The Forestry Commission is a non-ministerial UK government department responsible for forestry in England and Scotland.

  5. I have not explored here the setting as ‘unfamiliar’ when the Forest School ethos is one where the experience is repeated and regular – perhaps it should read ‘not the usual classroom one’?

  6. After Prensky (2001) Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.

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  1. University of St Mark & St John, Plymouth, UK

    Mark Leather

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Leather, M. A critique of “Forest School” or something lost in translation. Journal of Outdoor and Environmental Education 21, 5–18 (2018). https://doi.org/10.1007/s42322-017-0006-1

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