Regenerative Practices, Teaching as Learning
摘要
This chapter explores regenerative practices as ways of reconfiguring our relationship with Nature. Fundamental to these practices is that they are not fixed methods, but context-specific; and emerging from presence, observation, values, and care. Through repeated visits, listening, and observation of places, species, or elements, we may begin to deepen our understanding of these—along with our own roles within ecosystems, as part of a living, interconnected whole. This approach calls for a body-mind-relational awareness, where knowledge, emotions, and relationships shape how we learn and act. And in doing so, we open space for transformation: of places, of practices, and of ourselves.