ABSTRACT

Bushcraft emerged from indigenous knowledge with a skill-base used for military, commercial and recreational purposes. We identify it as embodied contextual learning,for and with the environment, arising from a deep inter-subjective relationship with the natural world. This focus suggests a ‘conscientisation’ developing a critical awareness, transformative of society’s relationship with ecosystems and providing autonomous, individual learning. Bushcraft education has gained in popularity in recent years and we seek to problematise and define its educational identity as it appears rarely in mainstream or outdoor education. Accordingly, we suggest that bushcraft education shares some of the aims of radical education, signalled by the transformative purpose in which radical pedagogies are positioned, normally situated outside mainstream formal education. We conclude that bushcraft education may have global significance as radical pedagogy, progressing deeper understandings of the relationship between self and nature, and in transdisciplinary thinking supporting our response to current environmental crises.

摘要

Bushcraft 源自本土知识，具有用于军事、商业和娱乐目的的技能基础。我们将其识别为具身情境学习，适用于 并 与 环境，源于与自然世界的深刻的主体间关系。这种关注表明了一种“意识化”，发展了一种批判意识，改变了社会与生态系统的关系，并提供了自主的个人学习。Bushcraft 教育近年来越来越受欢迎，我们寻求对其教育身份进行问题化和定义，因为它在主流或户外教育中很少出现。因此，我们认为丛林工艺教育具有激进教育的一些目标，这体现在激进教育学定位的变革性目的上，通常位于主流正规教育之外。我们得出结论，丛林工艺教育作为激进的教育学可能具有全球意义，有助于更深入地理解自我与自然之间的关系，