The Forest Foundation, Inc.

Louv, Richard, Last Child in the Woods: Saving our Children from Nature-Deficit Disorder, Chapel Hill, NC: Algonquin Books 2005.

Last Child in the Woods is one of the most important books of our time that should be required reading for all parents, educators and public policy makers. Though it is weakly organized in journal form rather than like a scientific paper, it touches a number of critical research studies and conceptual models that are imperative if we are to improve our educational system and nurture truly global citizens. This book discusses both actual research and anecdotal evidence collected over a 10 year period that nature serves as one of the most important components of child development. Sadly, Louv also provides evidence that it has been woefully neglected at great cost to our society. Interweaving passages from published papers and interviews with scientists, naturalists and environmentalists, Louv paints a strong picture that we need a paradigm shift in the way we look at our educational system, and our interpersonal and societies relationship with nature.

Societal trends that are creating to the chasm between children and nature are: fear, over-scheduled lives, decreasing green spaces and access, restrictive housing covenants television, computers, litigation, and technology based education methods. Time in nature inspires creativity, reduces stress, improves test scores, health, concentration, behavior, obesity, depression, attention deficit disorder and promotes humility and connection. Such nature connection may inspire a new generation of environmentalists, and provide the tools for support of education and environmental policy. Educators need to get past the heavy fact and activity laden curriculum, and balance discussion of environmental problems with solutions to avoid children becoming depressed and disassociated. Parents, educators, policy makers and officials can help design societies that will allow for the discovery of the mystery, power, awe and joy of nature.

Louv begins with one of the more important pieces of evidence from this line of research,

“new studies suggest that exposure to nature may reduce the symptoms of ADHD,
and that it can improve all children’s cognitive abilities and resistance to negative
stress and depression.” P. 34

Louv describes research from fields of psychology, education, and others, revealing strong correlations between improved childhood development and exposure to nature. It is shown that nature can provide curative effects for a range of child and adult ailments, and plays a fundamental role in nurturing children as they grow (“Mother Nature” is not just an old pagan proverb).

Louv quotes heavily from interviews with Robin Moore, a Professor of Landscape Architecture at NCSU and specialist in the design of playgrounds for child development (who will be speaking at EENC’s Fall Conference at Fort Bragg, NC). As Moore points out, nature experiences,

“help children understand the realities of natural systems through primary
experience. They demonstrate natural principles, such as networks, cycles, and
evolutionary process. They teach that nature is a uniquely regenerative process.” P91

An appreciation of these “natural patterns” is essential in fostering creativity, along with other skill sets critical for child development. Interestingly, the work of Dr. Moore shows that children are drawn to the rough edges of parks, where they learn, engage and experience nature. P.117 Children also seek natural, less ordered environments for discovery. This is important when designing schools as well as other learning environments.

Nature’s Healing Properties

The development of consciousness for all children involves what Edith Cobb, a famous child psychology researcher, described as a “dynamic sense of relationship with their place.” P.93 Similarly, Loise Chawla’s research also shows a link between one’s creativity and early experiences in nature, or what she calls “ecstatic places,” or a “spirit of place.” According to naturalist Wes Jackson, we allow children to become “native to their place.” This relationship nature plays is critical for building self-awareness, connection and sense of place.

Louv points out that our human brains were set up for an agrarian, nature-oriented existence that came into focus five thousand years ago. “Neurologically, human beings haven’t caught up with today’s over stimulating environment.” P101 Modern life has narrowed our senses until our focus has become mostly visual. Thus we are suffering many ailments of sensory overload and fail to work those sensory systems that may be available to us that can help us become more connected.

In 2004 Americans averaged 170 minutes per day of watching TV and movies, we spend 101 minutes in cars, and only give 19 minutes to physical leisure, or 5% of our day. Today, children are claiming boredom in this over-stimulated environment. Interestingly, Patricia Spacks found that in medieval times, boredom was “a form of spiritual alienation, a devaluing of world and its creator.” P166 She pointed out the need for distinction in today’s world between constructively bored mind and a negatively numbed or over-stimulated mind.

This over-stimulation and disconnection are primary reasons why our society is breaking down and causing such profound damage to our world. Louv states we have exceeded our spiritual and moral capacity to comprehend the dynamic and changing world around us and it is resulting in the loss of our living world and its life giving functions.

“Our children no longer learn how to read from the great Book of Nature from
their own direct experience or how to interact creatively with the seasonal
transformations of the planet. They seldom learn where their water comes from
or where it goes. We no longer coordinate our human celebration with the great
liturgy of the heavens.” Wendell Berry

Louv continues, time in nature is not leisure or recreation but an essential investment in our children’s health. Nature time should be taken out of the leisure column and put in the health column, because of its value in improving children’s development and their lives. P120-121 Additionally, studies have shown that excessive fear can transform a person and modify behavior permanently; it can change the very structure of the brain. P127 (Currently media and entertainment companies, politicians and marketing firms are using fear to manipulate our society, to the detriment of all.)

The results are tragic. The case in point is the growing fear of letting our children have unsupervised experiences in nature. Parents are now preferring constrained or hyper organized events and programming. Because of ecophobia, less time is spent outdoors, and more indoor in front of computers and TVs (This also comes at a time when indoor air pollution is considered by EPA to be a much greater hazard than outdoor air, while childhood asthma is at epidemic levels).

One of the most interesting concepts identified in Louv’s book is that of Attention Restoration Theory of Stephen and Rachel Kaplan from U. of Michigan, which shows that nature “relieves people from directed attention fatigue.” Terry Hartig’s research demonstrated that nature can help people recover from psychological wear and tear, and improve our capacity to pay attention. P. 103

Another extremely important conceptual model described is that of Attachment Theory, proposed by Martha Erickson. She created an “ecological model” of child development and applied its principles to parent-child interaction and preventive intervention for high-risk families and communities. Fundamentally, “a family’s health is directly correlated to surrounding community health.” P156 A child with a parent with “chronic unresponsiveness” will protect themselves from the pain of rejection by detaching, or becoming disinterested. Without deep attachment to place, both child and adult can feel disconnected or lost. Louv continues,

In rapidly changing, moving and developing societies, attachment often fails to
be created. Rapidly changing environments degrade our sense of place and
demeans its integrity, creating a tragic spiral that is increasingly detached.
Comfort and respect are fundamental aspects of attachment, and influence
general quality of family relationships. P. 156

Parks’ research for The Trust for Public Land also shows that, “access to public parks and recreational facilities have been strongly linked to reductions in crime and in particular to reduced juvenile delinquency.” P 177 (A case in point is the Eden Place in South Chicago www.fullerpark.com). It is important that we teach children to take ownership, to “make it your own,” of natural places, with the corollary that with ownership will come greater connection, care and protection. (Hence, segregation, slums and public housing projects have been the antithesis of building and empowering minority communities.)

Louv promotes the idea of Nature as an antidote,

“stress reduction, greater physical health, a deeper sense of spirit, more creativity, a
sense of play, even a safer life—these are the rewards that await a family when it
invites more nature into their childrens’ lives.” P. 161

Role of Childhood Experiences

Louv continues with a R. Carson quote, “it is not half so important to know as to feel when introducing a young child to the natural world.” Companionship of an adult is important and will help a child develop their sense of wonder. Louv identifies the value of spontaneous experiences, or “nature magic,” simple yet enchanted places, or to find places of “initiation” to the beauty of nature. He points to an ecological fact that correlates well with Moore’s research on schoolyard play, “life is always at the edges.” Louv believes we should, “put children deliberately in nature’s way,” under what he calls “controlled risk.” p. 176 He wants his children to “see into the beating heart of Earth.” P177 ‘’We have to find ways to make nature a part of our lives.” P. 170 These experiences may live with us into the future and may result in profound changes in the way we perceive the world.

It is important to overcome children’s feelings of being uncomfortable in nature. A child in nature has to make decisions not often encountered in a more constricted, planned environment. Curiosity is critical to childhood development, and a natural environment is far more complex than any playing field. P180

The senses are a child’s primal first line of defense, and exposure to nature may allow them to develop the psychological survival skills that will help them detect real danger. Nature can teach them to develop and listen to gut feelings. P178 And it follows that a child with good self esteem, self confidence, and a closer relationship with parents is much less likely to be victimized, conned, emotionally neglected. Teaching “appropriate trust” is more difficult than teaching fear. P182

Finally, Louv reveals the Theory of Multiple Intelligences developed by Howard Gardner. There have been seven intelligences identified:

Linguistic, logical-mathematical, spatial, body-kinesthetic, musical, interpersonal, intrapersonal, and

they have recently defined an eighth, or “naturalist.” It is critical that we identify these during education and child development, and promote the naturalist intelligence in at least equal level to the others if not greater, given its fundamental role in our lives and at this stage in our planets’ history.

According to a poll of env. groups by Thomas Tanner, childhood natural experiences were found to be major influences on their career and professional life. p149 Louv relates a wonderful story of his childhood awakening in the Midwest of the annual migration of box turtles, which opened him to an empathy and the cycles of nature. p. 187

“Nature awakened in me a kind of hyperawareness, which I encounter in
very few people, a positive way to pay attention, a type of “nature smart.” P 179

Louv outlines techniques to improve children’s “naturalist” intellect. When possible read nature books to them. But importantly, to get younger children exposed to nature, it is best to take shorter, local hikes and backyard walks to avoid stress of longer trips. As an old Tibetan proverb states, it is better to know one mountain than to climb many. In other words, become familiar with something close and easy, like one’s backyard or neighborhood forest. The Kaplans’, child development researchers, believe that we need to “make education immediate and personal.” P171 Other hobbies that help are journaling, and anything that works ones’ senses, such as birding, gardening, wild-crafting, and collecting are also important methods. Louv also points out that “we are not that many generations removed from our ancestral hunter and gathering family,” P. 188 and thus, hunting and fishing are good mechanisms for developing parent-child relationships in nature. He also points out an extremely important concept that children need to know where their food comes from.

Louv continues with strategies, schools can build ponds, nature trails or conduct stream restoration. It is well-documented that green school design, using natural lighting systems, improves children’s performance while promoting and providing energy conservation. Combined with hands-on learning, like recycling, schools can build lifestyles and help encourage children to incorporate these principles into the world around them, while also saving money. Butterfly gardens, bird feeders and baths, tree planting, native plant garden are all examples of how we can learn to engage children in nature.

Educational Reform

Reform of education is desperately needed. As Thomas Berry has stated, “Teaching children about the natural world should be treated as one of the most important events in their lives.” Another famous educator, John Dewey, goes on to say, “all studies arise from aspects of one earth and one life lived on it.” According to Soebel, to combat the crisis in education, we need to promote experiential education. “Humans seldom value what they can not experience or name.” Making a connection is critical. However, development of a conservation ethic is not assured for those who participate in ”environmental or experiential education.” P139 To build social cohesion significant changes are needed in our institutions, and conceptually it “takes a village” to properly raise our children.

Louv compares our educational system with that of Finland, where respect of educators and enthusiasm for environment-based education has been identified as major reasons for their success. P203 Our educational system must be infused with direct experience, or experiential education. Other types of education: “community based,” “bioregional,” or “place-based education” are also critical. Decreases in behavioral problems are attributable to increased engagement in learning due to these types of environmental education programs. Interestingly, Louv points out that schools are non-linear systems, and thus, small inputs can have dramatic consequences. Finally, such education can amplify more typical school reform efforts.

According to Paul Dayton, a sea change is needed in how science and higher education perceives and depicts nature, p141. He blames our dominant perceptual paradigm on scientific reductionism, which is destroying our ability to connect to nature and each other. By dividing and simplifying, we feel we can control and conquer, often resulting in a “technological solution” to our societal or environmental problems.

In addition, Louv points out that environmental groups have often left out children in their programming, or have had an ambivalence about children, because they represent over-population. P146 Env. groups have an aging membership, and it is imperative that they realize that children are their future members, consumers and political activists. Lieberman promotes the idea that children are also an effective “form of message delivery system” to get the word to adults, and an important vehicle for social change.

A national report, Lieberman et al, “Closing the Achievement Gap” (2002), studied environment-based education. Sadly, its findings have been largely ignored by the education establishment. Louv summarizes:

“The findings are stunning: environment-based education produces student
gains in social studies, science language arts and math; improves standardized
test scores and grade-point averages; and develops skills in problem-solving
critical thinking and decision-making.” P204

It has also been found that outdoor education helps build children’s self-esteem and sense of self. Improvement is seen highest in preteens, but improvements have been found across all ages. From a review by Judith Boss, U of RI of 96 studies of Outward Bound programs between 1968-1994, showed that children: improved interpersonal competencies, enhanced their leadership skills, and the experiences had positive effects on adolescents’ sense of empowerment, self-control, independence, self-understanding, assertiveness and decision making. P226 From a 1995 study of children with disabilities (i.e. LD, autism, sensory disabilities, moderate and severe cognitive and physical disabilities, traumatic brain injury) revealed that children demonstrated improved initiative and direction that transferred to home and school. This research revealed directly the restorative power of nature.

Louv calls for more research on the correlation between environmental education and stewardship behavior. In the interim, he lists three things we can do:

1) Schools can work more closely with nature centers,

2) They can hire part-time environmental educators and share, and

3) Integrate principles into core curriculum.

Louv introduces us to the work of David Orr, from the U. of Michigan’s School of Natural Resources, and his idea of “ecological literacy.” According to Orr, the dominate form of current education,

“alienates us from life in the name of human domination, fragments instead of
unifies, overemphasizes success and careers, separates feeling from intellect and
the practical from the theoretical, and unleashes on the world ignorant of their
ignorance.”

This creates a “know-it-all” state of mind and loss of wonder. p.220 Orr believes we need more naturalists rather than engineers. Orr goes on to say, what we need is to build a sense of shared purpose, and focus on elements that have united humankind. Society has become too materialist, and our anthropocentric, androcentric, post enlightenment science has created “human-nature discontinuity.” Even concepts of urban sustainability promoted by many exclude nature and are based in more utilitarian principals. Honachefsky states that, “collectively, they (in this case, land use planners and developers) perpetuate a system of segmented reviews, analyses, and mitigation that is the antithesis of the way natural systems actually function.” 258 This perception permeates our society and educational systems.

Orr’s ecological literacy list the following principles that should be taught to everyone passing through school:

Laws of thermodynamics,

Principles of ecology,

Carrying capacity,

Energetics,

Cradle to grace, life-cycle analysis,

Live simple so others may simple live,

Limits of technology,

Appropriate scale,

Sustainable agro-forestry,

Steady-state economics,

Environmental ethics, p.221

An understanding of these principles is the basis of understanding our world and our place in it.

David Orr describes the paradigm shift needed in education. We need a “higher order of heroism” in our role models and leaders, and a redefining of our goals of achievement and success. He goes on to say, we need a movement of young people equipped with the vision, moral stamina, and intellectual depth necessary to rebuild, restore and rejuvenate communities around the planet. Ultimately, we must change our cultural patterns or the “nature gap” will widen. Our current educational system won’t help. We need to develop educational systems that are restorative, regenerative and replenishing, through development and planning that promotes such concepts as green roofs and organic local agriculture. We must also learn to see and perceive the astonishing range of complexity and behavior of animals (p. 243), and need natural spaces for our mental health and spiritual resilience. P 256

Spiritual Necessity of Nature

In Chapter 21, Louv introduces us finally to “the spiritual necessity of nature for the young.” Louv starts the chapter with his child’s simple question, “Are God and Mother Nature married or just good friends?” Some religious institutions and belief systems resist and distrust the suggestion that nature and spirit are related. They are suspicious that environmentalism is an ersatz religion, and perceive it as a creeping, cultural animism. Louv states that this belief, which “runs deep in American culture, is perhaps one of the least acknowledged but most important barriers between nature and children.” P292 The irony is well stated by Seth Norman, who says that nature is, in reality, “exquisite and utterly indifferent.” In that is great beauty and mystery.

The bible reveals one of Jesus’ important teachings, “unless you turn and become like children you will never enter the kingdom of heaven (Mathew, 18:3ff).” Sharon Thompson, a religious conservative, states that we “share some of the capacities of God: freedom to choose, creativity, authority over creation.” Without an informed biblical foundation she believes concern for the environment falls prey to “sentimentalism, idolatry of nature, bio-egalitarianism (elevating animals, not humans) and biocentrism (human needs before non-human needs).”

Gary Nabhan a famous ecologist, follows that if “scientists only rely on reason, then our work has no meaning. It needs to be placed in some spiritual context.” P297 Anchoring environmental ethics in responsibility to descendents (intergenerational argument) gives environmental values a concrete and emotional grounding stronger than that of abstract principals. According to an MIT 1995 Report, divine creation is the closest concept American culture provides to express the sacredness of nature. Unfortunately, spiritual arguments that are seldom used by the environmental community, will be far more effective than utilitarian arguments for change. P 298

Hoffman’s research has shown that even young children grapple with “questions of a spiritual nature,” and that Maslow’s “Hierarchy of Needs” may occur earlier and many times throughout our life. Accordingly, we should work to “create mystical experiences” in our childhood. A variety of exalted or transcendent experiences are possible during childhood, as Robert Cole states, “a visionary episode, a dream experience, that suddenly became an entry point to bliss.” P. 288 Children should interact directly with nature before being presented with abstractions about its importance. P293 Louv interviews Paul Gorman of the National Religious Partnership for the Environment, who says it is through nature, “the species is introduced to transcendence.” Louv continues:

as far as stewardship, we now have dominion over nature whether we like it or not. We have to start with the parents to understand the connection. The future is
not about designing curriculum. It is about awakening to creation. Kids have to
feel the connection is vital and deep within their parents. They see through us
all the time. “The most important thing is the awakening. That joy of awakening
and discovery is what it is like to be a child.” P 296

Finally, Aaron Heschel is quoted that we should “live life in radical amazement, take nothing for granted, and never treat life casually.” P. 286

Resources

Cornell, Joseph Sharing Nature with Children. Nevada City, CA: Dawn Publications, 1979

Nabhan, G.P. and SA Trimble The Geography of Childhood: Why Children Need Wild Places,. Boston, MA: Beacon Press, Concord Library, 1995.

Orr, David Ecological Literacy: Education and Transition to a Postmodern World. Albany, NY: State University of NY Press, 1992.

Association for Experiential Education

National Religious Partnership for the Environment, Paul Gorman