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

¹ Institute of Mediterranean Forest Ecosystems, Hellenic Agricultural Organization “DEMETER”, Athens, Greece
² Lab. of Reclamation Works and Water Resources Management, NTUA, Athens, Greece
³ Institute of Political Research, National Centre for Social Research, Athens, Greece
⁴ Department of Early Childhood Education, University of Thessaly, Volos, Greece

^* Corresponding author: itsevreni@uth.gr

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.