Summary
Contents
Subject index
Forest School continues to grow and develop, both in the UK and internationally. Literature and research in the field tend to document this growth, while this book takes a novel approach to the Forest school conversation, taking a critical look at the various tensions and difficulties that surround Forest School practice. The editors, together with chapter authors drawn from the fields of academia and practice, form an experienced voice, encouraging the reader to reflect upon, question and explore complex areas of Forest School practice.
Reflecting on Multiple Intelligences and Learning Styles
Reflecting on Multiple Intelligences and Learning Styles
Chapter Aims
In this chapter I aim to:
- Critically explore theories of Multiple Intelligences and Learning Styles within the context of Forest School
- Question the way that theories are often accepted by practitioners
- Consider how we might understand the learning and pedagogy used at Forest School
Keywords:
Multiple Intelligences, Howard Gardner, Learning Styles, visual, kinaesthetic, auditory, research
Introduction
As we explore in various chapters of this book, Forest School has a very distinct ethos and approach which can be framed within an ideological position of education. As such it can be seen to fit within a ‘liberal progressive’ ideology which seeks a flattened power position between teacher and learner, and which sees learning ...
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