Richard Louv on Nature-Deficit Disorder
Journalist and author, Richard Louv has dedicated his life to advocate for the importance of nature and the outdoor classroom. He discusses and focuses on the connections found between the community, nature and family (richardlouv.com). Louv has been made popular for his use of the term, “nature-deficit disorder” which he has expressed its’ meaning does not have an affiliation with strictly medical or scientific rational however the term helps to identify such phenomenon that is beginning to be more common (Sienkiewicz, 2013).
Systems that run our culture such as; government, education, marketing, media, city and urban planning have encouraged us to follow a path of materials and structures which have been man-made and everything that is technologically current; taking us farther away from a true connection to nature, land and food (Sienkiewicz, 2013).
Children face consequences from not spending enough time outdoors and distancing themselves from nature that the average child in America is becoming more and more foreign to this experience (Sienkiewicz, 2013).
The public school curriculum: “…this only worsens the problem, creating “ecophobia,” where children know nothing of their own rivers and forests first-hand, but only the images and apocalyptic stories of rainforest depletion. The result, he says, is an antipathy for nature, based on fears inspired at an early age” (Sienkiewicz, p. 1, 2013).
Statistically proven in previous studies: poor school performance, negative impact on the child’s emotional well-being, obesity in childhood, disengaged sense of connectedness and safety, an increase in diagnosis for ADHD (Sienkiewicz, 2013).
Time: there is a notable lack of time that children have to spend outdoors, exploring and experiencing nature because of an imbalance of television watching (Sienkiewicz, 2013).
Parental fear: parents express concerns regarding stranger-danger, crime, traffic, risks of nature itself and liability (Sienkiewicz, 2013).
“Efficiency-based urban and suburban planning: which excludes open and unstructured play spaces” (Sienkiewicz, p. 2, 2013).
Education programs: there is a higher priority and preference demonstrated in the classrooms for technology compared to a hands-on outdoor classroom experience (Sienkiewicz, 2013).
“For parents: learn to re-experience- or experience for the first time-the joy and wonder of the natural world, which necessarily takes time. Read good literature with your children…-which awakens and nurtures a love for nature and can partly fulfill the need for it. Nurture “constructive boredom,” which can lead to and be resolved through free outdoor play” (Sienkiewicz, p. 2, 2013).
For educators: return to a more meaningful and effective way of promoting nature studies, provide thorough knowledge of local flora and fauna, help children to build an inner sense of being connected to nature that is there however needs stimulating and development (Sienkiewicz, 2013).
HOST YOUR CLASSROOMS OUTDOORS when the area of study you are teaching your children pertains to the outdoors (Sienkiewicz, 2013).
For civic leaders: implement a “green” design when planning school and work spaces, communities and mainly spaces where children play (Sienkiewicz, 2013).
What we can hope to regain:
Stronger emotional health and physical health (Sienkiewicz, 2013).
A developed appreciation for the arts and genuine inspiration (Sienkiewicz, 2013).
A more developed character and discipline (Sienkiewicz, 2013).
Increase in academic and work abilities (Sienkiewicz, 2013).
A larger sense of being whole (Sienkiewicz, 2013).
Here is a picture of Richard Louv.
http://richardlouv.com/about/
http://www.richardlouv.com
Sienkiewicz, C. (2013). Nature-deficit disorder: Richard louv, last child in the woods: saving our children from nature-deficit disorder (Algonquin, 2008). Humanum, Technology in the Home. Retrieved from http://www.humanumreview.com/files/Sienkiewicz_review_2pp.pdf
