SILVIVA’s methodology

How we understand and implement learning and teaching

We work with the learning model shown in the diagram, and understand learning as a complex, lifelong and constantly evolving process. Effective learning occurs when what is learned can be actively reproduced, contextualised with other learning and critically reflected upon. Learning is always active.

Experience: learning based on experience reinforces learning success. It takes place holistically. It is always linked to emotions, and empathy is increased.

Recognise: without being able to recognise and understand our experiences, we are at the mercy of nature and our fellow human beings. Recognition includes system-related knowledge, action-related knowledge as well as effectiveness knowledge.

Evaluate: what is experienced and perceived is assessed on the basis of our values, our personal and collective experiences, and other areas of knowledge.

Act: learning is more effective when you can look for solutions yourself instead of being presented with them, i.e. trying things out yourself, practising strategies for action, and experiencing your own effectiveness.

Critical reflection: standing back and asking myself whether my actions are really meaningful and effective in terms of sustainability, checking on procedures, processes, and results, and critically examining approaches to solutions.

 

Methodology of nature-based environmental education

SILVIVA applies the methodology of nature-based environmental education in all its areas of activity. The focus is on holistic encounters with nature that activate the various stages of the learning cycle.

Course participants learn in nature, with nature, from the example of nature and also from their own human nature. We therefore use methods, approaches, learning set-ups, and forms of interaction that are always conceived in relation to nature as a place of learning.

Which methods are chosen and how they are implemented depends on the learning objective.

Furthermore, we make use of established pedagogical approaches to planning and implementing courses and events, such as Joseph Cornell’s concept of Flow Learning.