Today’s class in the garden reminded me that learning does not always have to be confined to classroom walls. Although the activities seemed simple (drawing, listening, talking), the experience reinforced the idea that connecting with nature can create new ways for students to engage with knowledge. When learners step outside, they encounter patterns, systems, and relationships that textbooks often struggle to capture. For example, a math lesson could draw on the spacing of plants to discuss geometry, or a physics class could examine forces through the way branches bend in the wind. Even though these outdoor lessons do not replace traditional teaching, they can complement it by sparking curiosity and giving abstract concepts a more tangible context. I realized that the value of such sessions is less about memorizing facts and more about shifting perspectives—helping students see the interconnectedness of knowledge and the world around them. As future educators, we may not always have access to perfect outdoor environments, but we can still consider how to incorporate elements of real-life observation into our teaching if we think it may serve better than a regular class. Ultimately, learning in nature, when used appropriately, may broaden students’ sense of curiosity and make their academic journey more dynamic.
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