We tell the story of an experience Kate Dawson, her students, and three eagles had at an outdoor preschool. The experience profoundly affected Kate, and prompted us to ask the following questions: What made this experience feel so magical, and what caused it to happen? Why are these magical moments valuable, and how might they impact our pedagogical practices? We posit that magical moments in outdoor early childhood education depend upon relational and pathic knowledge, and understanding of place, rather than intellectual or cognitive knowledge about place. We suggest conditions and practices educators may employ to foster magical moments, including slow ecopedagogy and embodied, sensory, and spiritual attunement to place. We consider our role as educators in the educator-students-place system, particularly when acknowledging that place is agentic, and acts as learner, knower and teacher. To understand place pedagogically, we must think of ourselves as learners and as the objects of learning, as much as thinking of ourselves as knowers. This requires a pedagogy of embodied responsiveness and a surrender to place as teacher. Far from simplifying the work of the educator, living within a relationship of educator-students-place complexifies the practice of teaching.

中文翻译：

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寻找户外幼儿教育的教育者

我们讲述了凯特道森、她的学生和三只老鹰在户外幼儿园的经历。这段经历深深地影响了凯特，并促使我们提出以下问题：是什么让这段经历如此神奇，又是什么导致它发生？为什么这些神奇的时刻有价值，它们如何影响我们的教学实践？我们假设户外幼儿教育中的神奇时刻取决于关系和可悲的知识和理解的地点，而不是智力或认知知识关于地方。我们建议教育工作者可以采用的条件和实践来培养神奇的时刻，包括缓慢的生态教育学和具体的、感官的和精神上的协调。我们认为我们在教育者-学生-场所系统中作为教育者的角色，特别是当承认该场所是代理的，并充当学习者、知识者和教师时。要从教学法上理解地方，我们必须把自己看作学习者和学习的对象，就像把自己看作是知者. 这需要一种体现响应性的教学法和对教师地位的臣服。生活在教育者-学生-场所的关系中，不仅没有简化教育者的工作，反而使教学实践复杂化。