Connecting with and learning from our environment

By Graeme Salt

Korea is a country of people that has traditionally been intimately connected with and very proud of its land. Remarkable views of mountains punctuate the landscape around Seoul and its many long and busy walking trails provide amazing opportunities for freedom and spiritual connection with our basic origins. However, you may note with me an obvious narrative showing a declining connection with the land and the great outdoors: hikers we see are generally from older generations and younger people are characterized as having been born into an artificial, throw-away culture, glued to their screens. In addition, it is also becoming clear that progress from the simple life to the modern and technological has not resulted in the happiness and wellbeing dividend so hopefully pursued. Is it possible that simple pleasures and wonderful opportunities for learning and happiness are in danger of being lost forever under an overwhelming deluge of information, competition and the speed of modern life?

It is due to this worrisome concern that we think it important to make connection with the environment a key theme of educational practice. We start with principles for assessing how effective learning environments are for children (ECERS ― Early Childhood Environmental Ratings), move to ensuring the local environment is utilized within our curriculum (DETT ― Developing the Environment as the Third Teacher) and lead onto challenge in the outdoors through activities and residential adventurous trips.

We know that by promoting experiential learning in this way, students become more engaged and active in making decisions about their future. For example, a stronger connection and respect for the environment builds sustainable behaviors so important to our, and especially their future wellbeing and, perhaps even, survival. One recent example of experiential learning at Dulwich College Seoul was a visit to a local flower market to buy and then plant at our school. Our six-year olds planned how to walk to the market using maps, planned what to take on the walk, walked to the market (with supervision, naturally), chose and bought appropriate plants and then planted these at school, with their parents, upon return. As a school we could have chosen the plants, had them delivered to school, had them planted ― but by doing so would have denied our students a great opportunity for connection and active engagement with the "real world" of our local environment.

As students become older, activities and residential trips should feature more adventurous participation. This does not mean dangerous, but it does mean by definition there may be uncertain outcomes and the potential for physical and mental challenge. Underpinned by thorough risk management, uncertainty provides a platform from which to develop the ability to exercise good judgment and decision-making ― these are core leadership skills.

Adventurous journeys act as the best vehicle on which to deliver these learning objectives since the level of challenge can be altered by adjusting environmental, technical and self-sufficient complexity. In addition, we know adventurous journeys promote strong collaboration by establishing a community of people engaged with a common purpose. Just like academic subjects, outdoor and adventurous activities must be progressive and structured in order to continually challenge and stimulate students. Next year our older students will annually take adventurous journeys by kayak in Korea, on bicycle in China, on foot in mountains of Japan and on foot through the jungle of Borneo. As students approach graduation, community service work will feature in Cambodia and the Philippines. Immediately locally, students will have the chance to hike, bike, climb, ski and kayak through the year.

Building upon a line within our Mission, we seek to promote a 'Pioneering Spirit' in our students. Through experiential and adventurous outdoor learning programs, we are nurturing the personal and interpersonal skills that will underpin the future social, economic and cultural capital of this country, as well as our one and only planet.

Graeme Salt is the Headmaster of Dulwich College Seoul, a part of the Dulwich College International (DCI) network of schools. Reach him at Headmaster@dulwich-seoul.kr

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