Place‐based education has a long tradition in philosophy, and has been a cherished pedagogy for many in the field of environment studies. The practice of taking students outdoors to discover nature is first traced back to foundations in ancient Greece, in the writings of local chroniclers and in the teachings of Aristotle and the Stoics, and then into the Enlightenment and Progressive movement with Rousseau and Dewey. Contemporary bases are also surveyed in the pioneering work of Orr and Sobel, and the Heidegger‐inspired writings of Ingold, Tuan, Relph and Bonnett. An instance of this immersive approach to teaching is then narrated, based on the author's repertoire in conducting place‐based environmental education on the University of Toronto campus. Offering sketches of the different kinds of pedagogical interventions and resources used, it is hoped that this particular case will inspire readers to develop their own album of locally developed outdoor lessons. The ‘Philosopher's Walk’ depicted is a real place in Toronto (as in Kyoto), but it is also ‘imaginary’ in the sense of being a free‐space for group or independent modes of critical and creative inquiry, adopting Goethe's and Hesse's concept of ‘pedagogical provinces’ for excursively playful self‐discovery.

中文翻译：

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哲学游走作为基于场所的环境教育

地方教育在哲学上有着悠久的传统，并且是环境研究领域许多人所珍视的教学法。让学生到户外去发现自然的做法首先可以追溯到古希腊的基金会，当地编年史家的著作以及亚里士多德和斯多葛派的教义，然后是卢梭和杜威的启蒙进步运动。Orr和Sobel的开创性作品以及因海德格尔启发的Ingold，Tuan，Relph和Bonnett的著作也对当代艺术基地进行了调查。然后，根据作者在多伦多大学校园中进行基于场所的环境教育的全部内容，叙述这种沉浸式教学方法的实例。提供各种教学干预措施和所用资源的示意图，希望这种特殊情况能激发读者开发自己的本地开发户外课程专辑。所描绘的“哲学之道”在多伦多（如京都）是一个真实的地方，但在采用歌德和黑塞的概念作为批判性和创造性探究的集体或独立模式的自由空间的意义上，它也是“虚构的”有趣地自我发现的“教学省”。