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- W311730701 abstract "Xhe English classroom is home to some of the great classic and con temporary literary naturalists: Ralph Waldo Emerson, Henry David Tho reau, John Muir, Rachel Carson, Edward Abbey, Loren Eiseley, Barry Lopez, Annie Dillard. Theirs is a prose of place, a world of words, evocation?part field notes, part memory, part imagination?of land and seascapes that are, at best, faraway and foreign, somewhere out there. At worst, the wilderness from which they cry is already gone or going under fast, as Abbey rages in Desert Solitaire. is not a travel guide but elegy. A memorial, he warns in the introduction to his 1968 book about the country around Moab in southeastern Utah. You're holding a tombstone in your hands (xiv). need to establish and nurture a relation ship between urban and suburban students and the natural world. This relationship needs to be per sonal and immediate. They need to see the wilder life that survives and sometimes flourishes in their world?not miles away in the hills and mountains or hidden beneath the sea, but outside their win dows, on their sidewalks and streets, perched on their telephone poles. [Tfhis communion between species, writes Susan Hand Shetterly, has the po tential not only to enrich but to save lives (240). If there is hope for our planet in these days when scientists warn that we are on the verge of an unprecedented human-caused ecological col lapse (Haupt 6), it will come from the personal connection that this generation of students can feel for wild life when they learn to observe it, wonder at it, and welcome it as a necessary part of their actual, everyday world. And in the act of paying deep attention to something wilder than them selves, they may discover the genetic (Kligerman 78) that convinced Thoreau, We are never alone (89). Yet in the disconnection of our separate build ings, content areas, and classrooms, teachers are too often alone. Educating the whole child is not a divi sion of labor but a relay where the baton is handed off and handed back and at times held together. To build a relationship between students and the natu ral world that transcends boundaries, we need to establish a kinship with our colleagues in the natu ral and social sciences. In this article, English teacher, a biology teacher, and a social studies teacher walk the overlapping terrain of their disci plines, searching for places where a shift in activity or perception might restore the ecological balance of authentic learning. In the cross-pollination that occurs (Nabhan 3-13), we find lost connections, mutually sustaining relationships, and hope." @default.
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- W311730701 date "2011-01-01" @default.
- W311730701 modified "2023-09-28" @default.
- W311730701 title "A Walk on the Wilder Side." @default.
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