On this page, we are going to take a look at the actual pre-school program and see what we find.  First, let’s get some clear definitions of some of the words we have so far encountered.

See the entire Series:

The Forest Way Part 1 – What is “THE FOREST WAY”?

The Forest Way Part 2 – The Roots Go Deep

The Forest Way Part 3 – A Look at The Actual Program in Action

The Forest Way Part 4 – Some Final Thoughts

Devilish Finds in the Forest

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Pedagogy (/ˈpɛdəˌɡɒdʒi/) is the discipline that deals with the theory and practice of teaching and how these influence student learning.^[1][2][3] Pedagogy informs teacher actions, judgments, and teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.^[4][5] Pedagogy includes how the teacher interacts with students and the social and intellectual environment the teacher seeks to establish.^[4][5] Its aims may include furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills).

Instructive strategies are governed by the pupil’s background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic method.^[6]

Hidden curriculum

A hidden curriculum is a side effect of an education, “[lessons] which are learned but not openly intended”^[12] such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment.^[13]

Learning space

Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur.^[14] The term is commonly used as a more definitive alternative to “classroom,”^[15] but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, learning styles, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others.

 Learning theory (education)

Learning theories are conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning.^[16] Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.^[17][18]

Holistic education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning,^[1] gives attention to experiential learning, and places significance on “relationships and primary human values within the learning environment.”^[2] The term holistic education is often used to refer to the more democratic and humanistic types of alternative education.

Humanism is a philosophical and ethical stance that emphasizes the value and agency of human beings, individually and collectively, and generally prefers critical thinking and evidence (rationalism and empiricism) over acceptance of dogma or superstition. The meaning of the term humanism has fluctuated according to the successive intellectual movements which have identified with it.^[1] The term was coined by theologian Friedrich Niethammer at the beginning of the 19th century to refer to a system of education based on the study of classical literature (“classical humanism”). Generally, however, humanism refers to a perspective that affirms some notion of human freedom and progress. It views humans as solely responsible for the promotion and development of individuals and emphasizes a concern for man in relation to the world.^[2]

In modern times, humanist movements are typically non-religious movements aligned with secularism, and today humanism typically refers to a nontheistic life stance centered on human agency and looking to science rather than revelation from a supernatural source to understand the world.^[3][4]

Mindfulness is the psychological process of bringing one’s attention to experiences occurring in the present moment,^[1][2][3] which can be developed through the practice of meditation and other training.^[2][4][5] The term “mindfulness” correlates with the Pali term sati,^[6] which is a significant element of Buddhist traditions.^[7][8] In Buddhist teachings, mindfulness is utilized to develop self-knowledge and wisdom that gradually lead to what is described as enlightenment (at one with Brahman) or the complete freedom from suffering (continual reincarnation).^[7] The recent^[when?] popularity of mindfulness in the modern context is generally considered to have been

initiated by Jon Kabat-Zinn.^[9][10]

Studies have shown that rumination and worry contribute to mental illnesses such as depression and anxiety,^[11][3] and that mindfulness-based intervention are effective in the reduction of both rumination and worry.^{[11][12]  (The Bible says: ‘Cast ALL your cares on the Lord, for He cares for you.” 1 Peter 5:7  Brahman does not care.  Believe Me!)}

Clinical psychology and psychiatry since the 1970s have developed a number of therapeutic applications based on mindfulness for helping people who are experiencing a variety of psychological conditions.^[10] For example, mindfulness practice is being employed to reduce depression symptoms,^[13][14][15] to reduce stress,^[14][16][17] anxiety,^[13][14][17] and in the treatment of drug addiction.^[18][19][20] The practice of mindfulness also appears to provide numerous therapeutic benefits to people with psychosis,^[21][22] and may also be a preventive strategy to halt the development of mental health problems.^[23]  

(The only one who can heal a troubled soul is JESUS CHRIST!  If you think you can heal a person with mental problems by inviting dimensional entities into them… you better think again!  “Come unto me, ALL who are burdened and heavy laden, and I will give the rest.” Matthew: 11:28)

Clinical studies have documented both physical and mental health benefits of mindfulness in different patient categories as well as in healthy adults and children.^[3][24][25] Programs based on Kabat-Zinn’s and similar models have been widely adopted in schools, prisons, hospitals, veterans’ centers, and other environments, and mindfulness programs have been applied for additional outcomes such as for healthy aging, weight management, athletic performance, for children with special needs, and as an intervention during the perinatal period. The necessity for more high-quality research in this field has also been identified – such as the need for more randomized controlled studies, for providing more methodological details in reported studies and for the use of larger sample sizes.^[3][26]

(This is eastern religion, sold to us under false pretense.  Once again we are opening up ourselves and our children to demonic entities.  ANY method of altering your consciousness opens you up to dimensional beings.  Meditation is one method of altering your consciousness. DO NOT BE DECEIVED!)

transcend [tran-send  See more synonyms on Thesaurus.com
verb (used with object)

Dharma –  If you search for the definition of Dharma, you will not find any clear-cut definition.  It is very fluid.  But, in general, it appears to be the ultimate law and authority, established and unmoveable.  Rules and regulations for ethical and moral behavior.   (Basically their BIBLE in place of the Law of the Creator)

Etymology –The Classical Sanskrit noun dharma is a derivation from the root dhṛ, which means “to hold, maintain, keep”,[note 3] and takes a meaning of “what is established or firm”, and hence “law”. It is derived from an older Vedic Sanskrit n-stem dharman-, with a literal meaning of “bearer, supporter”, in a religious sense conceived as an aspect of Rta.[16]

(What follows here is kind of a glimpse at the actual program and how it functions.  Let’s take a look and remember to watch for the trigger words.  I have them in red type so you won’t miss them. See what you think.)

GENERAL, PEDAGOGY, PRACTICE, RESEARCH

WHAT IS “HOLISTIC DEVELOPMENT” AND HOW IS IT APPLIED IN FOREST SCHOOLS?

9TH MARCH 2016 ROBERT BRADLEY

Holistic Development is an approach in which one attempts to address all of a child’s development needs at the same time. It is suggested that this approach “leads to a better understanding of why a child behaves in a particular way” and encourages “children’s natural intelligence” and “natural curiosity, love of nature,… a sense of responsibility and to problem solve”.  (so, how can this address ALL of a child’s needs when there is no mention of GOD or attempt to instill Biblical answers to the problems confronted?)

The child as a whole can be explained through the acronym SPICES referring to their Social, Physical, Intellectual, Communication (or Creativity, or Character) and Spiritual needs and development.

Its basis is in the Holistic Education movement, a “philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values such as compassion and peace.”  (The world’s idea of compassion and peace, not God’s)

Here, ” the teacher is seen less as a person of authority who leads and controls but rather is seen as *“a friend, a mentor, a facilitator, or an experienced traveling companion” *(Forbes, 1996). Schools [are] seen as places where students and adults work toward a mutual goal. Open and honest communication is expected and the differences between people are respected and appreciated. Cooperation is the norm, rather than competition. Thus, many schools incorporating holistic beliefs do not give grades or rewards. The reward of helping one another and growing together is emphasized rather than being placed above one another.”

How is this applied in Forest Schools?

Guests of all ages are invited to experience the thrill of seeing these mythical beasts move, roar, and even breathe smoke. Explore the enchanted forest filled with magical animatronic creatures like the towering East Asian dragon, the serpent-like Basilisk, the medieval Western Dragon, and many more!

This holistic approach is perhaps best seen when applied to a particular activity. In this instance, the activity started when the leader silenced the group and led them on a mysterious and circuitous route through the woods to a bush with strands of wool draped over it. This, he explained, was the breath of the Choo- choo people and had been left for the group to create friendship bracelets. The group worked in pairs, helping each other to plait 2 strands of wool and tie them to form a bracelet. They then continued their walk to find the Choo- choo village which they discovered had been destroyed by a dragon. The group was given the task of finding materials to rebuild the village (small shelter building) and the Forest School leader moved around the group encouraging them to talk about who lived in their houses. These stories were then developed and shared with the rest of the group during the celebration of work.
Using the SPICES methodology you can see how all aspects of development were covered by this activity.
Social – supporting others, working collaboratively and in a team, self- esteem, sharing and turn taking, understanding the difference between reality and imaginary play (able to have fun), decision making, negotiation, ability to cope with others using and adapting their stories/ideas.

WHAT IS “HOLISTIC DEVELOPMENT” AND HOW IS IT APPLIED IN FOREST SCHOOLS?

9TH MARCH 2016 ROBERT BRADLEY

Physical – movement, gross motor skills, fine motor skills, using different muscle groups.

Intellectual – storytelling vocabulary, design, and building of structures, imagination, decision making, thinking skills, problem-solving, independence.

Communication – creative expression, decision making, eye contact when making a friendship bracelet, listening skills, storytelling vocabulary, nonverbal communication.

Emotional – individual points of view respected, sense of achievement raises self- esteem, empathy and respect of others stories, creative expression, excitement, perseverance, imagination, dealing with emotions through play. Ability to cope with others adapting their ideas and story

Spiritual – the beauty of nature, individual points of view and belief, community ethos.

Whereas a Forest School Trainee suggests;

The morning activities were all about the importance of play and how holistic development can be supported. We discussed how we could ensure that a child’s Social, Physical, Intellectual, Communication, Emotional and Spiritual (SPICES) could be promoted through Forest School Play. We agreed that these aspects of development transcended everything we did in our woodland play activities and how with adult support, children would recognize this too.  We discussed Mindfulness and that this naturally occurred as we just went around the forest, engaging without threat or fear of time constraints or failure of succeeding in things.  Our pleasure was our own, we could take it from whatever we chose to do, from watching others from taking Risk and Challenge and in Exploration of our Natural Environment. We felt safe and recognized if we as adults could feel this way, imagine how empowering it must be for children.

Leanne relayed stories to us of children who had had life-changing moments within the forest, my favorite was that of a young boy (Year 2) who recently on a Spring morning had entered the Forest from a slightly different route and on doing so had been exposed to an area he had never come across before.  Leanne told us how he ran towards her shouting, “I’ve found it, I’ve found it, I’ve found the Land of Peace”. Recognising his excitement she followed him to a meadow like a spot in which Bluebells and Wild Garlic were growing and the bright morning sun was dappling the meadow with its rays, it did indeed look a ‘Land of Peace’. Soon other children ran to see his discovery and shared in his wonderment, For the rest of the morning, the children played around the Land of Peace, *making up stories of the little people that lived there and building them resources they might need.* On their return to school news soon spread to other classes and year groups who all wanted to visit this amazing land.  Their teachers soon picked up on this amazing unplanned learning opportunity and in turn, each class visited the Land of Peace.  Literacy lessons became more interesting as the younger children wrote stories of the adventures that took place there. Older children wrote pieces of persuasive writing on why people would want to live there.  On the school council, the children put forward their desire to preserve this beautiful area of the Forest and to *prevent people from trampling the beautiful flowers and herbs that grew wild and free there.  So strong was their determination and appreciation of this special place that the Governors handed over 1500.00 pounds so that the children’s wish for a bridge could be built so that it became a protected area. * All this from one young boy’s discovery during a play session in Forest School, such is the power of this approach to education.

You will in time look upon your own practice and be able to decide how your activities meet the needs of the whole child.

*This view of the teacher as  “a friend, a mentor, a facilitator, or an experienced traveling companion” is very much part of eastern and pagan philosophy, where the “master” is a guide, a friend and a fellow traveler.  

*So, they have your kids building homes for fairies and elves, which means they are inviting demonic entities.  They also have them “ building them resources they might need” which would be offerings, which is a form of worship.  Are you grasping this?  They are WORSHIPING demonic entities!  

*That sounds a lot like environmentalism.  We love this land so much and we want to continue to enjoy it…so we are going to pass laws and establish fees to keep you out. 

(I sincerely hope that you recognize and acknowledge that,  as a nation, we are conditioning our children to transition right into Pagan Idolatry.  Don’t be blind.  GOD does not condone sitting around in circles in the woods meditating, chanting and conjuring up fairies and elves.)    Don’t believe me… here is a video you need to see.

This video is still available, just restricted.  Click the link in the bottom corner to sign in and view.

My Experience with Fairies and Elves

(Naturally, all her explanation about the origin of fairies, and the explanation for the strange lifeforms that have existed, is BS.  We know that the fallen ones perverted the seed of all life at one time.  They were performing DNA corruption way back in the days of NOAH.  She is by no means a good source of information.  I merely posted her video so that you can see that there are people who are interacting with entities in the form of fairies. And our children are being encouraged to invite them and provide for them. Because children love to make believe…there are perfect targets for these entities.)

(I posted this next video so that you can actually see a manifestation of a fairy.  Not a pretty sight.)  

CREEPY FAIRY INSECT – UK

(You need to understand that we are living in the LAST DAYS.  The veil between us and the Fallen Ones has been torn open and they are returning.  People have been complicit in this development by inviting and conjuring them.  The time of Grace is coming to an end and the times of TRIBULATION are upon us.  Believe me, these interdimensional beings are NOT BENEVOLENT!!  No matter how much they fool you into believing them to be.  They currently still need your permission for access, so they have to make nice for a while. DON’T BE FOOLED!)

What’s the problem with groves?

(I will tell you something, I am all for kids learning in ways that are pleasurable for them. I am all for kids playing outdoors and having fun.  I am all for getting away from technology.  I am all for taking care of the land and all the natural resources that God has provided for us.  I AM NOT INTO WORSHIPING ‘Mother Nature’.  I am not into Pagan Gods or Goddesses.  I don’t want my grandchildren being indoctrinated into Paganism and turning their back on the WORD of GOD. )

I have a novel idea… Why don’t we allow children to remain at home and leave their education up to their parents? 

CONTINUE TO PART 4