This paper proposes some possibilities for thinking with a landscape as a pedagogical concept, inspired by posthuman theory. The idea of thinking with a landscape is enacted in the Australian Alps (AA), concentrating on the contentious environmental dilemma involving introduced horses and their management in this bio-geographical location. The topic of horses is of pedagogical relevance for place-responsive outdoor environmental educators as both a location-specific problem and an example of a troubling issue. The paper has two objectives for employing posthuman thinking. Firstly, it experiments with the alternative methodological possibilities that posthuman theory affords for outdoor environmental education, including new ways of conducting educational research. Secondly, it explores how thinking with a landscape as a pedagogical concept may help open ways of considering the dilemma that horses pose. The pedagogical concept is enacted through some empirical events which sketch human–horse encounters from the AA. These sketches depict some of the pedagogical conversations and discursive pathways that encounters can provoke. Such encounters and conversations are ways of constructing knowledge of the landscape, covering multiple species, perspectives and discursive opportunities. For these reasons, this paper may be of relevance for outdoor environmental educators, those interested in the AA or posthuman theorists.

中文翻译：

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用风景思考：澳大利亚阿尔卑斯山、马匹和教学考虑

本文提出了一些可能用风景思考作为一个教学概念，受后人类理论的启发。澳大利亚阿尔卑斯山 (AA) 制定了以景观思考的理念，重点关注在这个生物地理位置引入马匹及其管理的有争议的环境困境。马这个话题对于响应地点的户外环境教育者来说具有教学相关性，既是一个特定于地点的问题，也是一个令人不安的问题的例子。这篇论文有两个使用后人类思维的目标。首先，它尝试了后人类理论为户外环境教育提供的替代方法论可能性，包括进行教育研究的新方法。其次，它探讨了将景观作为教学概念进行思考如何有助于开辟思考马匹所面临困境的方法。教学概念是通过一些经验事件来制定的，这些事件描绘了 AA 中的人马相遇。这些草图描绘了相遇可能引发的一些教学对话和话语路径。这样的相遇和对话是构建景观知识的方式，涵盖多个物种、观点和话语机会。由于这些原因，本文可能与户外环境教育者、对 AA 或后人类理论家感兴趣的人相关。观点和讨论机会。由于这些原因，本文可能与户外环境教育者、对 AA 或后人类理论家感兴趣的人相关。观点和讨论机会。由于这些原因，本文可能与户外环境教育者、对 AA 或后人类理论家感兴趣的人相关。