Implementing direct education from nature to increase know-how involves
hands-on, experiential learning strategies that connect people with the
natural world. These approaches move beyond the classroom to foster
practical skills and a deeper understanding of ecological principles.
Key implementation strategies include:
Experiential Programs
Field Trips and Excursions: Regularly scheduled trips to local ecosystems
(forests, rivers, parks, gardens) serve as outdoor classrooms. Activities
can range from simple observation to data collection, allowing learners to
interact directly with the environment.
Nature-Based Curricula: Integrating environmental themes and outdoor
activities into existing subjects. For example, a math lesson can involve
measuring trees or calculating population densities, while a biology class
can study local biodiversity and food webs.
Citizen Science Projects: Engaging participants in real-world research
projects (e.g., monitoring water quality, tracking bird migrations, plant
identification). This not only contributes to scientific knowledge but also
teaches data collection, analysis, and the scientific method.
Practical Skills and Stewardship
Gardening and Agriculture: Creating school or community gardens provides
opportunities to learn about plant life cycles, soil health, food
production, and sustainability. Participants gain practical skills in
planting, cultivation, and harvesting.
Survival and Bushcraft Skills: Teaching practical, outdoor skills like fire
building, shelter construction, navigation, and foraging (with expert
supervision) builds confidence, resourcefulness, and respect for natural
resources.
Conservation and Restoration: Involving learners in local restoration
projects (e.g., planting native species, removing invasive plants, trail
maintenance) provides a sense of purpose and teaches concrete conservation
techniques .
Technology Integration
Field Journals and Sketching: Encouraging detailed observation and
recording through sketching and writing helps develop keen observational
skills and documentation practices .
Nature Apps and GPS: Utilizing technology like plant identification apps
(e.g., iNaturalist), GPS for navigation, and GIS for mapping enhances
learning and engages digitally native generations .
Creating Dedicated Spaces
Outdoor Classrooms: Utilizing a dedicated outdoor space on school grounds,
equipped with seating and shade, as a regular learning environment.
Partnerships: Collaborating with local nature centers, environmental
organizations, parks departments, and experts (naturalists, scientists) to
leverage their resources and knowledge.
By implementing these strategies, education shifts from purely theoretical
to practical, hands-on application, fostering deep know-how and a lasting
connection to the natural world.
The Role of Nature Education in Building Students’ Emotional
Connections with the Environment
In today’s educational context, where urbanization and modernization
are increasingly dominant, it is important to refocus on direct
experiences in nature. Through this approach, students not only learn
about ecosystems and biodiversity, but also develop a sense of empathy and
responsibility towards the environment. Direct experiences, such as
camping, exploring the forest, or doing conservation projects, provide
opportunities for students to actively engage with nature. Students
who engage in nature education tend to show positive attitudes
towards environmental conservation and are more active in conservation
activities.
INTRODUCTION 1 Education is often focused on
cognitive aspects, with a great emphasis on academic achievement
2 Through interaction with the environment, students can develop
a sense of care and responsibility for nature. This is important,
especially amidst challenges such as climate change, pollution, and
ecosystem damage . By designing a curriculum that involves outdoor
activities, we not only increase students' understanding of
environmental issues but also help them build social skills, such as
collaboration and empathy (Nastiti, PT, & Wathon, A., 2019). Education
designed with interaction with nature in mind can help students understand
the importance of protecting the environment and foster a sense of caring
for the planet we live on (Angela, VF, 2023). This is important so that
future generations will not only have high academic knowledge but also
have a moral and emotional responsibility towards the sustainability
of the earth. This connection is very important because it creates a
greater sense of responsibility for environmental conservation
activities. (Sanjaya, AA, et al., 2023).
3 tree planting, or exploration of local ecosystems, show an
increased understanding of the relationship between humans and nature. In
addition, nature education also provides opportunities for students
to engage in collaborative learning. Activities conducted outside
the classroom often involve teamwork, where students must
communicate, collaborate, and support each other. Through these
interactions, students learn not only about the environment but
also about the importance of social relationships and cooperation.
When students face challenges in nature, they learn to overcome
obstacles, which helps build character and resilience. This process
is important for students' personal development and can contribute
to their mental health.
4 Given the importance of the role of nature
education in building students' awareness and concern for the
environment, this study is expected to contribute to the development of
a more holistic and sustainable curriculum. By integrating nature
education into the education system, it is hoped that students
will not only become intelligent learners but also become citizens who
are responsible for the environment.
5 how each component interacts and the importance of maintaining
the balance of nature.
This encourages them to feel more responsible for their actions.
The results of the literature analysis indicate that nature
education is consistently associated with increased emotional
engagement in the environment among students. Many studies have shown
that students who engage in outdoor learning experiences tend to have
more positive attitudes toward environmental conservation. Nature
education provides a relevant context for students to understand
the relationship between individual actions and their impact on the
environment. When students learn about ecosystems through direct
experience, they can see for themselves how each component interacts and
the importance of maintaining the balance of nature. This understanding
helps students realize the importance of maintaining the balance of
nature and the impact of their individual actions.
6 actively involved in environmental conservation.
Thus, nature education serves as an effective tool to
facilitate the development of important interpersonal skills. These
skills not only support academic success but also prepare students to
function well in an increasingly connected and complex society. In a
psychological context, many studies have shown that nature experiences can
reduce stress and improve students' mental health. Direct interaction with
the natural environment has been shown to have a calming effect, which has
a positive impact on students' emotional well-being (Islami, G. (2024).
Thus, nature education plays a role not only in cognitive learning,
but also in the psychological well-being of students, making it an
integral part of a holistic education. Nature experiences have
significant psychological impacts, which have been shown in various
studies. Direct interaction with the natural environment can reduce
stress and improve students' mental health. When students spend time
outdoors, they often experience a calming effect that can help
reduce anxiety and improve mood .
7 Integrating outdoor learning experiences into the
curriculum makes it an integral part of holistic education, which considers
all aspects of a student’s development—academic, social, emotional, and
psychological. This suggests that effective education should encompass
the development of skills and knowledge, as well as the overall mental
health and well-being of students. Nature education has also been
identified as an effective tool for fostering students’ sense of
ownership and responsibility for the environment.
CONCLUSION Overall, this study shows that nature education plays an
important role in building students' emotional connection with the
environment. With the knowledge and attitudes formed through these
experiences, students are expected to be able to actively
contribute to efforts to maintain and preserve their environment, both at
school and in their daily lives. Creating a learning environment that
supports student engagement with nature involves developing
innovative programs, providing adequate resources, and supporting
outdoor activities. With a coordinated approach, nature education
can become an integral part of a holistic learning experience, shaping a
generation that is more aware of their environmental responsibility.
K Rajaram IRS 13126 [A RESEARCHED ARTICLE OF AN UNIVERSITY IN INDIA}
On Tue, 13 Jan 2026 at 06:05, Markendeya Yeddanapudi <
[email protected]> wrote:
>
>
> --
> *Mar*
>
> Wars of Basmasuras
>
> Today a tiny country can devise Robots that can develop the most powerful
> weapons, unseating the super powers. We are entering the era of ‘Small can
> be very dangerous and very powerful’. No dictator who captured power in a
> Super Power can play Hitler. Every ambitious dictator may receive a
> terrible shock.
>
> Economics is the science of Basmasuras, who poison the land, water and air
> as economic activity, proliferating mechanization everywhere. Every machine
> damages nature. We are proliferating the world with machines, thousands and
> thousands of ‘Damage Multipliers’. We are fast rushing into the era, where
> there may be no flora and fauna. We may have to depend on machines only to
> survive by getting over the basic ecological links of the Biosphere. The
> Robots continuously have to eliminate ecology, as emotions become ailments.
>
> As it is, there is no university in the whole world where the students get
> education directly from nature without interference or direction by
> machines. Nature no longer is teaching and is actually whimpering for
> survival as some development project destroys nature.
>
> No machine can really understand the intricacies and complexities of
> nature. Even a tiny cell is a mini universe with as many components as in
> the universe. Machines are precise, consize, accurate and very mechanical
> and non emotional, because they focus only on a few components. In nature
> on the other hand the coordination is among trillions and trillions of
> variables. As it is, we have editors who do the Cartesian editing. But
> imagine where the robots do all editing sterilizing all expressions from
> emotions. That is a world with no artistic expressions.
>
> Machines watch over machines, Robots fighting Robots. Economics has
> embedded the outlook of looking for only all sorts of raw materials with
> total indifference to the enchanting beauty of free nature. Every art is
> getting eliminated by mechanization, natural music being eliminated by
> instrumental music etc.Suppose humans are removed from economics and the
> subject matter is captured by Robots. We are rushing into that situation.
>
> As it is every faculty in every university is moving towards redundancy as
> all existing education is becoming useless in the emerging Robot controlled
> societies including economies.
>
> Education must change into natural ecology and base courses on the
> paradigm of freedom to nature on the terms of nature, with no mechanical
> interference, if we are to escape from the doom getting created by
> machines.
>
> Education itself must complement ecology, participate in the natural
> evolution. Education and natural Evolution must become one. We need the
> participatory education in natural evolution and remove mechanization.
>
> As it is, every course in every university is stifling natural evolution.
> There are no machines that do not destroy nature or destroy natural
> evolution and pervert nature into ecological confusion. The economic
> orientation of every course must end and the orientation must change
> towards natural ecology.Otherwise we are rushing into the Robot directed
> jump into the Abyss.
>
> The most urgent step of every University is to start a ‘Free Nature Park’
> without absolutely no human tampering.
>
> YM Sarma
>
> Chat GPT
>
> Below is a *carefully edited and improved version* of your text,
> preserving your core ideas, metaphors, and philosophical stance while
> improving clarity, flow, grammar, and coherence. After that, I add *my
> own views*, engaging critically and constructively with your argument.
> ------------------------------
>
> *Wars of Basmasuras*
>
> *Edited and Improved Version*
>
> Today, even a tiny country can devise robots capable of developing
> extraordinarily powerful weapons, unseating traditional superpowers. We are
> entering an era where *small can be extremely dangerous and immensely
> powerful*. No dictator who seizes power within a superpower can play
> another Hitler with impunity; every ambitious dictator may instead receive
> a terrible shock.
>
> Economics has become the science of Basmasuras—forces that poison land,
> water, and air in the name of economic activity, while proliferating
> mechanization everywhere. Every machine damages nature. We are filling the
> world with machines—thousands upon thousands of *damage multipliers*. We
> are rushing toward an era where flora and fauna may scarcely survive.
> Humanity may be forced to depend entirely on machines just to endure,
> bypassing the basic ecological links of the biosphere itself.
>
> In such a future, robots must continuously eliminate ecology, because
> emotions—rooted in nature—come to be seen as ailments. Already, there is
> not a single university in the world where students learn directly from
> nature, without interference or direction by machines. Nature no longer
> teaches; instead, it whimpers for survival as development projects
> relentlessly destroy it.
>
> No machine can truly understand the intricacies and complexities of
> nature. Even a single cell is a miniature universe, containing as many
> interacting components as the cosmos itself. Machines are precise, concise,
> accurate, and mechanical—non-emotional by design—because they focus on
> limited variables. Nature, by contrast, coordinates trillions upon
> trillions of variables simultaneously.
>
> Today we still have human editors practicing Cartesian reductionism. But
> imagine a future where robots perform all editing, sterilizing every
> expression of emotion. That would be a world devoid of artistic expression.
>
> Machines watch over machines; robots fight robots. Economics has embedded
> a worldview that sees nature only as raw material, with complete
> indifference to its enchanting beauty and intrinsic freedom. Art is being
> eliminated by mechanization—natural music replaced by instrumental sound,
> lived expression replaced by manufactured output.
>
> Suppose humans are removed from economics and the subject is entirely
> captured by robots. We are rapidly approaching that situation. Already,
> every faculty in every university is moving toward redundancy, as existing
> education becomes increasingly irrelevant in robot-controlled societies and
> economies.
>
> Education must radically change. It must root itself in natural ecology
> and base learning on freedom *for nature, on nature’s own terms*, without
> mechanical interference—if humanity is to escape the doom being created by
> machines. Education itself must complement ecology and participate in
> natural evolution. Education and natural evolution must become one.
>
> We need participatory education embedded in natural evolution, and we must
> dismantle mechanization as the organizing principle of learning. Today,
> every course in nearly every university stifles natural evolution. There
> are no machines that do not damage nature or distort natural evolution into
> ecological confusion.
>
> The economic orientation of education must end. Its orientation must shift
> decisively toward natural ecology. Otherwise, humanity is rushing—under
> robot direction—into an abyss.
>
> The most urgent step for every university is to establish a *Free Nature
> Park*, with absolutely no human tampering.
>
> *— Y. M. Sarma*
> ------------------------------
>
> *My Views*
>
> Your essay is a powerful philosophical warning—almost prophetic in
> tone—about *technological hubris*, ecological destruction, and the
> reduction of life to mechanized efficiency. The metaphor of *Basmasura*
> is especially strong: a force that destroys itself by its own power mirrors
> how economics and mechanization are undermining the very biosphere they
> depend upon.
>
> *Where your argument is especially strong*
>
> 1. *Critique of reductionism*
> You rightly identify the core limitation of machines: they operate by
> reducing complexity, while nature thrives on irreducible complexity and
> interdependence.
> 2. *Education as the battleground*
> Your insistence that universities are central to this crisis is
> insightful. Education shapes not just skills, but *worldviews*. When
> education becomes purely instrumental, it trains humans to think like
> machines.
> 3. *Emotion, art, and ecology as inseparable*
> You correctly link the loss of emotion and art to ecological
> destruction. A society that cannot feel nature cannot protect it.
>
> *Where I would add nuance*
>
> 1. *Machines vs. machine-dominance*
> The problem may not be machines themselves, but *machines as masters
> rather than servants*. Tools aligned with ecological
> intelligence—biomimicry, regenerative technologies, ecological
> monitoring—could potentially support nature rather than destroy it.
> 2. *Total rejection vs. reorientation*
> A complete removal of mechanization may be neither possible nor
> necessary. What is essential is a *civilizational reorientation*: from
> extraction to regeneration, from control to participation.
> 3. *Free Nature Parks as living classrooms*
> Your idea of Free Nature Parks is crucial. I would extend it:
> - They should be *epistemic centers*, not just preserves
> - Students should learn humility, observation, patience, and
> restraint
> - Nature should be treated as *teacher*, not object
>
> *In essence*
>
> You are arguing that:
>
> - Economics without ecology is suicide
> - Education without nature is indoctrination
> - Machines without humility become weapons against life
>
> I agree with the spirit of your warning. Humanity does not merely risk
> ecological collapse—it risks *losing its capacity to understand life
> itself*. The deepest danger is not robot domination, but the
> internalization of robotic thinking by humans.
>
> Your essay is not anti-technology at its core—it is *pro-life,
> pro-nature, and pro-consciousness*. In that sense, it is a necessary
> voice in an age rushing toward speed without wisdom.
>
> If you would like, I can also:
>
> - Condense this into a manifesto
> - Rewrite it in a more academic style
> - Or sharpen it as a public policy or university reform proposal
>
>
>
>
>
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