Encounters between forest hydrology, meteorology and philosophy of environmental education in the era of the Anthropocene

Abstract

The paper investigates water in the forest ecosystem through an interdisciplinary prism combining hydrology with meteorology, environmental education and environmental ethics. The research aimed at producing a pedagogical methodology of familiarising with the hydrological cycle in the forest, not with its stereotypical and knowledge-centred approach, but with a framework that would support an experiential, ecocentric and holistic way of environmental learning in the Anthropocene. The research process was implemented through a hybrid approach of action research and took place through research teams’ encounters with water in the forest ecosystem of Dirfys, Evia. Our hydro-pedagogies in the forest manifest through a spiral pedagogical process of experiencing, feeling and thinking with water, which flows in four cycles: a) exploring with water, b) empathising with water, c) interconnecting with water, and d) reflecting with water. Our proposed hydro-pedagogies flow in the Hydranthropocene as an alternative view to pedagogical research and praxis with water visualising an ecocentric, watery common future.