From teacher doings to human beings: Ethical awakening in a Wild Pedagogies gathering

We are happy to share a new article emerging from our Wild Pedagogies gathering in Greece, now published in the Canadian Journal of Environmental Education.

From teacher doings to human beings: Ethical awakening in a wild pedagogies gathering, co-authored by Angelos Konstantinidis, Zoe Theodosaki, Stelios Pantazidis, and Georgia Tsismalidou, explores what happened when a group of educators stepped outside the familiar structures and rhythms of institutional education and spent seven days learning together in the mountains.

Rather than approaching the gathering as a conventional professional development event, we asked what might become possible when learning unfolds through deep time, communal living, embodied experience, and relationships with the more-than-human world.

The article traces how this experience became a site of transformation—not only in how participants thought about pedagogy, but also in how they experienced time, relationships, identity, and their own agency as educators. We describe this process as an “ethical awakening”: a movement from doing teaching towards reconsidering what it means to be human, to live together, and to care for the worlds of which we are part.

The article also experiments with a “wilding” qualitative approach to inquiry, seeking to remain accountable to the relational and emergent character of the gathering rather than imposing a predetermined framework upon it.

For us, the article is another invitation to ask what education might become when we loosen our grip on control, certainty, productivity, and predefined outcomes—and allow ourselves to listen to what emerges.

Read the article: From teacher doings to human beings: Ethical awakening in a wild pedagogies gathering

We hope the article opens up further conversations about Wild Pedagogies, educator learning, and the possibilities that emerge when we make space for different ways of being, relating, and learning.