UNIQUE ECOEDUCATIONAL CONCEPTS TO DISCOVER!
This is the reason for being and the mission of Mother Nature:
inspire as many communities as possible to change the world through education, nature, awareness and sensitive benevolence!
The concepts following, in context, as described below and at times when they have been, are the creation by Julie Filiatrault. They result from an astronomical sum of family and professional eco-educational work, most often accomplished alone, in kind, and accompanied by a host of children of all ages and were born more than 30 years ago. They have been shared with hundreds of people already and are still being taught (through a variety of courses, training, interviews, consultations, writings and various guidance in various environments). In order to preserve the deep meaning of these useful concepts, the use of these concepts is more than encouraged, but should Please respect the rules of use of copyright.
Hoping to inspire you to transform your educational practices towards a deep and sensitive connection towards oneself, nature and all the living beings that inhabit it.
Julie filiatrault
"CONNECTION TO SELF, TO OTHERS
AND TO EARTH OR NATURE "
Early 2000
This concept was born from my training in social work and then with the birth of my first child who adored other children, insects, animals and playing outside in nature. Pregnant in 1998, I was already thinking about the idea of bringing into the world "citizens of the world" who would first be anchored in themselves and then in relationship with others (which included family, community and culture but also other living plants, animals and insects) and in deep connection with the Earth our great Mother whom they would cherish and protect. I subsequently used this concept in a variety of situations, courses, training and writing and it has remained a central point of my pedagogy for more than 20 years already.
"THE CONNECTION WITH SELF IS ESSENTIAL FOR DEVELOPING A CONNECTION WITH OTHERS
(HUMANS, ANIMALS, PLANTS, ETC.)
AND WITH NATURE "
2005
In 2005 I was already a mother of 3 children and I realized the depth of the importance of the connection to oneself as a motor of connection to others by particularly observing how my third daughter, who was already living on the autism spectrum. at that time, had significant difficulties in entering into herself and therefore, in interacting with others. This revelation was validated greatly later during my training in neuroscience and it is a concept that I have also used in training for over 15 years.
"UNDER EACH DIFFICULTY A CHILD SLEEP A DONATION,
OR THE DONATION APPROACH "
2005
The child, in his innocence and his vulnerability, is not a miniature adult. He is a being in the process of formation and within him great forces act which push him and make him grow and develop. Evaluate the effects of these forces (for example the child is "turbulent" in society) by cutting them off from their primary source (in reality the child has fantastic energy) comes down to refusing to see these forces as strengths and choosing to look only at the tip of the iceberg with a vision that is not ecosystem but rather two-dimensional.
"A DISCIPLINE WITHOUT AUTHORITY "
2005
This concept refers to the work of creating forms and rhythm and also democratic and benevolent anarchy: the child and the adolescent need to be guided, of course, but no authority. He needs to take part in what concerns him, in what awaits him, to be in contact with his clan, his tribe, he needs to be loved and valued in his gifts and not to be humiliated, assaulted, belittled or singled out for his weaknesses. He needs to feel that what is expected of him is good and fair, that we believe in him and in his strengths, that we are there no matter what happens.
"THE CREATION OF SHAPES RATHER THAN FRAMES "
2005
A concept that I have used extensively in training. Children like everything in nature are made up of shapes, not frames, and what goes on in their lives should never be rigid or square.
In education, create a "routine" with flexible, free, creative forms and benevolent rather than rigid and predetermined frameworks allows the child an accompaniment in harmony with the forms which work in him and those which surround him in nature. Keep in mind that in nature, which is too rigid, it adapts less easily to hazards and often ends up splitting.
"INSPIRE & EXPIRE RHYTHM: AN ARCHETYPE OF EVERYDAY RHYTHM "
2010
We can accompany children without having to use rigid discipline let alone force and the reason for this is that children are born with a strong desire to do according to what is expected of them and not the other way around. .
Discipline in education rather to do with the way we live in connection with ourselves, then with others and nature: it is which will greatly influence the way in which we will structure time and our actions with children. Children instinctively expect to live in harmony with the natural inherent rhythm of their clan. The "breathe in and out" rhythm I created and taught widely follows the model of breathing as an allegory to guide in the establishment of this coherence.
"MAGIC FOOD: ARCHETYPE OF A FOOD FOR THE BODY, THE HEART AND THE IMAGINARY "
2010
This concept puts words to observations constantly present in my long practice: children generally like just about everything (and especially fresh herbs, nuts, fruits and vegetables) and need, to discover the palettes of tastes, to be invested emotionally in a positive way, and physically in participating in sowing, working the soil, the compost cycle, culture and the living wonder of the life that nourishes us, too; to its preparation, to its alchemy and to its experiences, but in addition to the need to be in action and to spend a lot of energy; and also to feel hunger. By returning to an instinctive, ancestral, natural, open eating practice, without labels and simplified both in terms of schedules and preparations, food becomes magical (and even sacred) again but also becomes a guarantee of health, pleasure and autonomy throughout life.
"THE HOUR OF TEA" ARCHETYPE ON THE SOFT ART OF FORM
2010
This concept is in itself part of the magic food and of creation of sensitive shapes. Every day "tea time" occurs in the morning and offers a multitude of services for toddlers ranging from learning good behaviors at the table to care and health.
"ECOSYSTEM EDUCATION "
2012
Nature even in the Cosmos functions as an ecosystem. We house and frequent a multitude of ecosystems of all kinds and all formats, but beyond that, we are also actors in the same way as trees, fish, oxygen, water and mice. Since we are nature, since we are stakeholders in a multitude of ecosystems, I firmly believe that the education we create for children must be deeply inspired by it. In an ecosystem, no leader or authority but a synergy that allows everyone to work and interact together for the good of all. Childhood education must promote synergy and exchanges, interrelationships, sharing, communication, collaboration and cooperation.
"THE WILD MOVEMENT "OR" WILD MOTOR SKILLS ", OR" ANCESTRAL MOTOR SKILLS "
2015
I created this concept as a result of my observations on a multitude of children: if allowed, children are moving a lot, in all directions and every day. My studies in neuroscience and in the integration of primitive neurological reflexes through rhythmic movement (RMT) will subsequently confirm what I observed. Wild movement / wild motor skills or ancestral motor skills represents the archaic movement, neurological and fundamental to humans, resulting from their development over thousands of years. It's the one we started doing soon after conception and the one we need to live well in our bodies and brains throughout life. When we stop moving we start to somehow degrade us. Our neural connections and our connections to the world around us depend on the free and wild movement and the sensory stimuli that this movement brings.
"BEING IN CONNECTION WITH SELF FIRST IS ESSENTIAL FOR TRANSMITTING A TEACHING, ESPECIALLY THAT OF CONNECTION TO NATURE "
2017
We are all actors in the transmission of nature for future generations who will inherit the world we will bequeath to them, whether we are guides, facilitators, educators, facilitators, mentors or teachers. It is urgent to prioritize a reconciliation between our societies and nature and this inevitably happens by oneself; it is in itself that the connection to nature must first emerge and this work is fundamental to transmission to others. Just like in other areas, we cannot teach something that we have not developed within ourselves. Wanting to transmit the connection to nature without truly carrying it within oneself cannot produce a fertile and fruitful garden; at best it will produce an image, a garden design.
"PERMACULTURAL EDUCATION: ARCHETYPE OF INCLUDING DEEP DIVERSITY AS A GUARANTEE OF HEALTH
OF A SYSTEM "
2017
This concept was born by observing children, gardens and ecosystems for decades: that applies to nature applies to education since humans are animals they are also nature.
Permaculture, a modern concept created by Bill Mollison and David Holmgren, aims for a relationship with agriculture that is respectful, sustainable and "permanent" while being in harmony with the natural way in which nature creates ecosystems. This is exactly what we aim to create: a "permacultural education" therefore sustainable, with roots anchored in the earth through biodiversity, inclusion and interrelationships. I created this concept that links education and permaculture and have taught it in multiple trainings and courses since.
"SENSORY INSULATION BOXES: ARCHETYPE OF A GROUND DISCONNECTION "
2017
This concept was created to define the importance of the impact neurological experience of a sedentary life in overly comfortable homes. Nature offers us a infinite palettes of colors, textures, smells, smells, winds, possibilities of sensory experiences impossible to imitate. It is precisely these sensory stimuli that allow the brains of living beings to develop to their full potential; here humans are no exception to the rule. Living mostly in buildings, houses and schools, we find ourselves living in "sensory isolation boxes" that cut us off from others, from nature and the intense stimuli that it causes and on which we depend for optimal development ... and normal.
"THE GOLDEN THREAD: ARCHETYPE OF THE POWER OF BENEVOLENCE "
2018
The golden thread allows to illustrate the delicate and powerful creation of forms in education, which allows the establishment of order without authority, harmony within a group based on the needs of children and their desire to do well things. The golden thread facilitates anchoring in the connection to oneself, to others and to the world.
The concept stands in opposition to the notions of "supervision and discipline" which are still widely used to this day.
"APPLIED ECOPEDAGOGY "
2019-2020
The concept "applied ecopedagogy" was created at the beginning of the year 2020 when writing my first book "The Spring of the Children of the Earth" to define the approach I had developed over the past 20 years. Ecopedagogy is a concept that comes from Francisco Gutiérrez, a researcher from Costa Rica who is an expert on Paulo Freire's thought. The term referral to a planetary consciousness and is the origin of the Earth Charter. "Applied ecopedagogy" means the way of "applying" concretely to early and early childhood education the philosophy resulting from the ecopedagogy and the thought of Francisco Gutiérrez which at the base is not an educational method but a far-reaching ethical and philosophical orientation. In the photo, the hands of a 5-year-old holding seed bombs.
THE "WHAT IF "
2020
In a time hungry for reconciliation between humans and nature, between humans and humans, between peoples, between humans and animals and between humans and nature, "And If" brings a benevolent opening to dare approach the grandiose universe of the links that unite us all without necessarily upsetting our primary beliefs. What if we dared to do it differently? What if we dared to connect with living and non-living things and the ecosystems around us, what could happen? What if trees have emotions? What if there is a whole world we don't know? Concept inspired by the precious teachings of Vincent Paquet, psychologist and founder of the Psycho Neuro Institute in Quebec.
"DEMOCRATIC, CARING AND SENSITIVE ANARCHY "
2020
Contrary to popular belief, anarchy is not chaos but order and organization without authority. It is the ability for actors in a given group to work together and self-regulate without needing a leader, an authority who makes decisions for them, just like within any ecosystem. natural. In education, the "democratic anarchist, benevolent and sensitive "echoes permaculture and the synergy of ecosystems: each child or adult is a co-learner and co-creator and has the sensitive capacity to adapt, to help each other and to define the rules of operation with others and for the good of everyone. I adapted the concept of anarchist pedagogy for early childhood education after receiving the teachings by Éric Léger, specialist teacher in the history and didactics of learning in Montreal which uses the anarchist approach and the anarchist management of class at secondary level 4 and 5 and who learned himself from of Sylvain Larose, a pioneer in teaching anarchist in high school and author of the reference book "To be, to act, to teach as an anarchist in high school".
"ECHO GUIDANCE, SENSITIVE ECOEDUCATIONAL GUIDANCE "
2020
Guidance Echo or Eco-educational Guidance was created to meet the need for personalized guidance of professionals and parents who wish to transform their vision by integrating more nature into their practices. It is an accompaniment professional consultation type which makes it possible to tackle all specific questions, for example those related to the setting up of outdoor activities, outdoor free play and natural development but also the difficulties experienced on the transition route.
THIS IS NOT A PYRAMID, BUT AN "ECOSYSTEM OF NEEDS "
2020
Here is a system based on the ecosystem vision of interrelationships and needs rather than on Maslow's pyramid hierarchy. Here each sphere of the human being has an important essential role and interacts on the others in a perpetual way. The goal to be reached is therefore not a target or a summit (which would seem impossible to reach if all the bases are not filled) but rather a state of happiness, flexibility, fluidity and the most harmonious balance possible overall. Any ecosystem being capable of a certain degree of tolerance, adaptation and resilience in the face of tensions and challenges brought by the environment, the same is true for humans and for the ecosystem of their needs. In the same way as a forest, the body, the heart, the head, the energy or the soul can be injured or damaged if certain needs of the whole are not met and / or if the tensions or challenges present in the environment are too strong. Everything is connected, each sphere acts and influences the others to varying degrees depending on the moment. Nothing is fixed.
"NATURAL HYPERSENSITIVITY OR DEEP SENSITIVITY "
2021
Because deep sensitivity is an intrinsic part of nature, of all alive and therefore of the child and because it is essential for the emergence of emotions, benevolence, of mindfulness and compassion in our interrelationships in the ecosystem, let us ask ourselves the following questions: what if hypersensitivity was actually completely natural and a sign of adaptation to our desensitized, distorted and disconnected environment? What if it was part of the answer to nature's crisis and children's suffering rather than a symptom to be treated?
"THE SENSITIVE IMPREGNATION INJURY "
2021
This concept was created to define the impact on the child of certain early western practices such as being private of nature, of genuine human contact, skin to skin, proximity even at night, the fact of not being held in the arms or carrying abundantly, of lacking sensory experiences with the natural world and of wild movement, not having the chance to live all the passive experiences that would allow him to feed his survival instinct by preparing him for what awaits him as an animal in a web of specific interrelationships relating to his clan, his tribe or his small family community.
"SENSITIVE ECOEDUCATION "
2021
This concept defines a new pedagogy born from a laborious work for several decades with children and nature in a modern era with major challenges (health, social, mental, health, political, economic, ethical and climatic). This new pedagogy is the raison d'être of this platform and the founding seed of "Mother Nature". She aims, through a radical, deep and committed transformation, to change the world with an education to the child which aims not only an education by and in nature, but also the necessary development of a mindfulness truly sensitive and in action, willful, creative and endowed
of a holistic and benevolent ecosystem vision.
His intention brings together reconciliation & connection fundamental in itself, which includes the senses and the body, the heart and the emotions, the head and the reason, the energy and the soul or the spirit, to others (which includes all living beings and not living of the Earth and communities at different scales) and Nature. Nothing less.
"ECOCOSMIC "/" ECOCOSMIA " / "ECOCOSM "
2021
This concept was definitely missing from our references. He refers to the need to situate ecology in its highest and deepest value since there is no border which closes our planet Earth to the rest of the Cosmos.
If we accept the idea that the Earth is not the center of the universe and therefore that it is part of a much larger ecosystem which is that of the Cosmos, we must accept that the habitat (of ECO) that touches us is not limited to the Earth and therefore represents this same entire Cosmos. To date, there is no raison scientist which would establish the idea that the Earth would represent in itself a border which cuts us off from the rest of the universe. To think so would be to believe in the Truman Show *.
Ecocosmia would the art of including in his speech, his practice and his reflection the ecocosmic vision; all we know is from the Cosmos and from the same source of energy.
Ecocosm would do reference for its part to the person who makes the ecocosmic, or to the person who develops his ecocosmic vision, and who would be, consequently, ecocosm in his educational approach.
* 1998 film with Jim Carrey
"ECOLOGICAL NEUROSENSORY DEVELOPMENT OR" ECONEUROSENSORY "
2021
This concept was born after the following observation: it does not exist in the approach of development and neurosensory integration (INS), in the approach by the integration of primitive reflexes RMT and in other fields such as osteopathy, chiropractic or occupational therapy, for example, links between human neurological function and natural need. In this sense, "ecological neurosensory development" puts forward that benefits intrinsic provided by contacts with nature and all the interrelationships it allows are not only desirable, they are essential for good neurosensory development; that is to say that nature is for humans as it is for birds.
To develop a nervous system and a strong and effective sensory filter, (which would allow the child to have all the internal resources necessary to produce responses adapted and adjusted according to what is happening around him), the human needs frequent repeated contact with the nature from which he comes. Simply addressing sensorineural difficulties through exercises aimed at stimulating the neural sphere is not enough. We must put humans back in nature. This is where it comes from. Understand that humans are creatures of nature just like bees and fish leads to no longer being able to think that humans are an animal apart. Really, all animals on Earth would need their natural habitat to develop naturally and optimally, but not humans?
"INTENTIONAL ECOSYSTEM THINKING "
2021
This concept was born by reflecting on the ecosystem as a living system, where each actor has a role to play and where energy is invested in relationships and exchanges rather than in accumulation in a particular area. Likewise, we can develop a thought that is not directional towards an area or pole of the system but rather developed in openness and connection with each element. Such inclusive and open thinking requires the exercise of mindfulness and the development of a keen sensitivity that allows to welcome whatever needs to be welcomed into the ecosystem. Intention represents a channeling of what the consciousness and the senses perceive and allows to direct the circulation of the energy of the ecosystem with the cosmic energy of this immense field of energy in which we bathe, in order to create "communication loops". To put it simply, it's a bit like when we say: speak to heaven, he will answer you.
Broad and intentional ecosystem thinking enables to act for the good of all. This is exactly what we need right now, and this is perhaps our greatest individual power.