Walking on the Wild paths of learning
I met Stelios Pantazidis deep in the 3rd Symposium of Wild Pedagogies in Greece, where we found common ground and explored practices that resist the ‘domestication’ of learning by the current socioeconomic system. So, when he asked me to collaborate on designing and implementing a course on Outdoor Education, I happily accepted!
The process of designing the course began with an online meeting, attended by about 7-8 members of the Wild Pedagogies group, who contributed to the brainstorming despite their absence from the final course. This co-creation already set a tone of enthusiasm and collectivism.
In the implementation, we collaborated with Stelios and Anthi, dividing the activities that each of us would undertake. On Monday, November 4th, we arrived at the Department of Early Childhood Education and Care at DIPAE, full of anticipation for the experience we would create.
This course was not limited to conventional teaching but was a platform for the coexistence of humans and nature as partners in learning. Every element – from the rope that connected the students to the earth and the air that surrounded us – played its role in the educational process. The concept of the unpredictable was present from the first moment, giving depth and authenticity to the experience.
Initially, the rope was simply an object, yet full of challenges. As the students grasped the rope and began to cooperate to stretch it, a common rhythm was created. Teamwork and connection began to emerge naturally, while the spontaneity of the participants brought the exercise to life.
When they then dared to swing on the rope, an interesting dynamic was observed. The initial awkwardness and hesitation were replaced by trust and joy. The strength of the group became the support, not only physical but also emotional. This authentic learning experience reflected the principle of the unexpected: participants discovered something new about themselves and others through the unpredictability of the activity.
The blindfolded game added another dimension. The unknown became a field of exploration, where mutual support was key. As the students guided each other, trust took on a deeper character. The laughter that could be heard broke the silence of uncertainty and transformed every hesitation into a creative opportunity. This experience was a vivid example of how the unexpected can enrich learning, bringing to the surface skills and emotions that are not immediately apparent.
During the blindfolded game, Anthi noticed that the pairs avoided entering the grass, choosing the safety of the asphalt. This gave us the idea to be the example ourselves. I decided to blindfold myself, while Anthi guided me on ‘untrodden’ paths through ‘wild’ grass. The experience was fantastic: I could feel every change in the texture of the ground, the resistance of the grass against my steps, and Anthi’s guidance that encouraged me to continue. Seeing us, the students took courage, and gradually they began to explore more ‘wild’ paths themselves. It was as if the trust we had between us inspired them to overcome their initial hesitation and try something outside of their comfort zone.
The closing ceremony included breathing exercises, meditation, and balance activities, which brought a sense of completion. The tranquility that spread throughout the space was almost tangible, as the group reached a harmony between body, mind, and environment. This stage reminded us that true learning is not only about knowledge, but about connecting with the world around us and with ourselves.
Angelos Konstantinidis
P.S. 1: Stelios informed me that in the following class, the atmosphere in the classroom had changed dramatically: the initial silence and hesitation to participate had given way to laughter, liveliness, and a strong sense of participation. It was as if the group had discovered a new dynamic, with cooperation and interaction dominating the space. This addition places greater emphasis on positive change and connects the course experience with the group’s development.
P.S. 2: I hear that another course will be organized with the Wild Pedagogies team! Could this be the beginning of a wild change in universities?