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Schoolyard Gardening as Multinaturalism: Theory, Practice, and Product

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Donia Zhang at Chinese Culture Publishing
Donia Zhang
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Abstract

Environmental education and ecological literacy is evolving into a pedagogical field, with more and more schools today taking actions to create landscaped settings for natural learning than ever before. With these developments comes a need for an integrated book that provides both core philosophies as well as method. This comprehensive volume Schoolyard Gardening as Multinaturalism presents the first guide to ways of involving students in schoolyard gardening and designing sustainable schoolyard gardens. Influenced by Chinese Daoism, American Naturalism, Canadian Multiculturalism, and the architectural discipline, a new term Multinaturalism is suggested in response to Turner’s (1995) call for a better name of Post-Postmodernism. A conceptual model of Pillars of Student Involvement, as well as a design template for schoolyard gardens that is applicable in the northern hemisphere, are proposed. Schoolyard Gardening as Multinaturalism should help shed some light on this exciting learning environment, and is highly recommended for educators, philosophers, designers, parents, or anyone who is planning to use gardens for teaching and learning.
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Schoolyard Gardening as Multinaturalism: Theory,
Practice, and Product (By Donia Zhang)
Schoolyard Gardening as Multinaturalism: Theory,
Practice, and Product (By Donia Zhang)
Schoolyard Gardening as Multinaturalism:
Theory, Practice, and Product
Author: Donia Zhang
Year: 2009
ISBN: 9783639042023
Pages: 288
Publisher: VDM Verlag (Germany)
Book Description
Environmental education and ecological literacy is evolving into a
pedagogical field, with more and more schools today taking actions to
create landscaped settings for natural learning than ever before. With
these developments comes a need for an integrated book that provides
both core philosophies as well as method. This comprehensive volume
Schoolyard Gardening as Multinaturalism presents the first guide to ways
of involving students in schoolyard gardening and designing sustainable
schoolyard gardens. Influenced by Chinese Daoism, American
Naturalism, Canadian Multiculturalism, and the architectural discipline, a
new term Multinaturalism is suggested in response to Turners (1995) call
for a better name of Post-Postmodernism. A conceptual model of Pillars
of Student Involvement, as well as a design template for schoolyard
gardens that is applicable in the northern hemisphere, are proposed.
Schoolyard Gardening as Multinaturalism should help shed light on this
exciting learning environment, and is highly recommended for educators,
philosophers, designers, parents, or anyone who is planning to use
gardens for teaching and learning.
Contents
Acknowledgements
Dedication
Prologue
When the Child Was a Child
Chapter 1
Why Do Children Need Gardens?
Environmental Crisis of the Modern World
Human Disconnection from the Natural World
Environmental Education for the Multinatural World
Schoolyard Gardening Initiatives
Chapter Summary
Chapter 2
What Are the Benefits of Schoolyard Gardening?
Holism in Schoolyard Gardens
Naturalism in Schoolyard Gardens
History of Children Gardening
Continuity of Schoolyard Gardening
Healthy Eating Habits through Gardening
Cultural Appreciation through Gardening
Social, Behavioral, and Moral Development through Gardening
Environmental Consciousness and Ecological Literacy through Gardening
Academic Learning through Gardening
Design and Maintenance Issues of Schoolyard Gardens
Chapter Summary
Chapter 3
What Factors Enable and/or Limit Student Participation in
Schoolyard
Gardening
?
Case Study Schools
Amount of Student Participation
Ladder of Children’s Participation
Dual Factors
Enabling Factors
Limiting Factors
Chapter Summary and Conclusion
Chapter 4
How to Support and Sustain Student Involvement in
Schoolyard
Gardening
Ways for the Teachers
Ways for the Principal
Ways for the Parents
Ways for the School Board
Ways for the Ministry of Education
Pillars of Student Involvement
Chapter Summary and Conclusion
Chapter 5
How to Design Sustainable Schoolyard Gardens
Daoism in Gardens
Feng Shui in Gardens
Sustainable Schoolyard Garden Design Elements
Chapter Summary and Conclusion
Epilogue
Gardening and the Meaning of the World
References
Reviews
“Donia Zhang has written an interesting, earthy, and insightful book that
gives the reader both practical things to do and philosophical issues to think
about. Her blending of East and West in terms of philosophies and gardens
comes from her life experiences and desire to bring together the near and the
far.” – Professor John Novak, Brock University
“...We are already into the results and effects of not being attentive to our
world, and not treating our planet with compassion and care. This study is
very timely and, yes I believe focuses on where there is hope for change, the
children. She has taken on a most significant study, she writes with the energy
and passion of being committed to a vision, one grounded in the hope of what
is possible.” – Dr Milree Latimer, Brock University
“It is a fine work, it really stands out, and it touches the soul.” – Dr Constance
Russell, Lakehead University; Dr Coral Mitchell, Brock University
... When nothing is done, nothing is left undone" (verse 48, translated by S. Mitchell, 1999). This notion has a profound implication for today's world because our contemporary global culture shows that humans attempt to conquer and control nature with little concern for the effects of their actions on the earth, which has resulted in environmental crisis and climate change observable everywhere in the world (Zhang, 2009). ...
... To do otherwise will be like what Rene Dubos argued: "The worst thing we can do to our children is to convince them that ugliness is normal." The connection of gardens with education has long been a tradition worldwide (Zhang, 2009) Shen Fu (1763-1825, put it explicitly: "The aim is to see the small in the large, to see the large in the small, to see the real in the illusory, and to see the illusory in the real" (Keswick, 2003, p. 213;Shao, 2005, p. 5;Yu, 2007, p. 245). ...
... Daoism gives humans a responsible and modest place in the universe, which is a promising beginning for creating environmental ethics (Johnson, 2017c;Miller, 2017). The current global environmental crisis is largely due to human overemphasis on industrialization, economic, and technological developments (Zhang, 2008(Zhang, , 2009. Through merging oneself with classical Chinese gardens, one may comprehend these philosophical teachings and gain wisdom, which may help summon our efforts to remake the world into a "Paradise Garden" again. ...
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... The courtyard gardens may help prevent/alleviate people's mental health problems largely caused by social isolation, which is an increasingly common ailment in modern societies today [50,[54][55][56] . The courtyard may also help cultivate residents'/children's environmental awareness [57][58][59] . ...
Cooperative Housing and Cohousing in Canada: The Pursuit of Happiness in the Common Courtyards
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Philosophical Influences on Education in China: Different Schools of Thought on Self-Cultivation
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This essay takes a holistic look at the philosophy of education in China from the antiquity to the present time, with an emphasis on the notion of self-cultivation in different schools of thought. The purpose of the study is to draw out the positive aspects of Chinese philosophy for newer generations to carry forward the cultural heritage for a healthy development of their mind, body, and spirit in the 21st century and beyond. The study is meaningful since the Chinese civilization can be traced back at least 5,000 years, and perhaps even further. Its endurance, intellectual and cultural contributions to the world civilization, and China’s current rise as a world leading political and economic superpower, makes it especially worth examination. The paper is structured around four key themes: the quest for harmony, the pursuit of happiness, the search for health, and the action for healing. The article concludes with a suggestion of an integrated educational philosophy for contemporary Chinese educational practice. The study may have global implications as Confucius Institutes and Classrooms have been established worldwide since 2004 to teach Chinese language and culture. The localization and smooth integration of Chinese philosophy with Western ideologies in these countries is the key to bringing world peace and harmony.
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