A selection of articles from the archive O O S H ProfessionalRIZ development in outdoor learningN

BUSHCRAFT AND EDUCATION

l Does bushcraft have a place in formal education? (Horizons 63, 2014) l Bushcraft lessons for life (Horizons 61, 2014)

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[email protected] Article by Geoffrey Guy

Does Bushcraft have a place in Formal Education?

p26 HORIZONS Magazine No 63 p26p26 HORIZONS HORIZONS Magazine Magazine No No 61 63 Justifying Bushcraft As part of a Certificate in Education I have been studying I was required to complete a piece of research into something that would affect my teaching. I have seen the way that involvement in outdoor activities and particularly bushcraft can be beneficial to young people over the years and I thought this would be a perfect opportunity to see if there was a place for bushcraft within the curriculum of vocational countryside management courses.

Before I could commence with my research I had to justify the use of bushcraft as a tool in teaching. There are links with many of the skills involved in countryside management eg green woodwork, woodland management, archaeology, landscape history and game management. There is also plenty of literature to support the use of bushcraft as a tool in education. Most useful in my argument for bushcraft to be embedded in courses delivered at an agricultural college are the findings of several papers on the use of traditional skills. These papers summarise that the traditional knowledge, which we might refer to as bushcraft, of subsistence agriculturalists relies solely on the traditional knowledge and skills of the farmers and that that knowledge is valuable and valid even when you consider the availability of modern farming methods.

In preparing for this research I did find some literature to support my case for bushcraft, although all this modern technology has provided more efficient tools and methods with which to carry out practical countryside management tasks the traditional ‘bushcraft’ skills are by no means obsolete. For example there are many parts of the world where people rely solely on their traditional knowledge, their ‘bushcraft’1,2, to survive and researchers are coming to recognise that this traditional knowledge is still relevant today and may even provide significant insight into environmental issues.

From an education perspective; the constructivist theory says that knowledge is constructed as new information ‘joins up’ with existing information3. By providing new experiences to students through bushcraft it gives them another point of reference by which to remember the information they require. Additionally those students who are strongly kinaesthetic may well remember a plant species better based on the occasion when they made string from bark rather than visual features of the plant.

Methods I couldn’t investigate every area where bushcraft overlapped with the existing countryside management curriculum so I chose to base this research on the plant identification skills of two cohorts of students. Each of these cohorts were studying a level 3 countryside management qualification, as this investigation aimed to look at the effectiveness of including bushcraft in the provision of the course there was a need Linking bushcraft to Greenwoodwork and Woodland management, making to ensure that both cohorts received the same char cloth and making follow amount of tutor guidance. The bushcraft tuition the same principles that cohort B received could not be ‘extra’ support otherwise it would invalidate the study. On top of their normal tuition cohort A studied a unit on arboriculture which a significant element of plant and tree ID, cohort B studied bushcraft instead of arboriculture and this meant that they each received the same amount of direct tutor guidance and supervision. p27 HORIZONS Magazine No 63 Both cohorts were taught in a practical fashion, cohort A were by no means confined to a Results classroom and they were able to examine plants In general students responded excellently to and trees in as close a detail as they wanted and the inclusion of bushcraft in their sessions. were also given opportunities to practice their Most importantly in terms of my investigation practical identification skills. The difference in the t-test I carried out confirmed that cohort the approach to cohort B was that they would B did score significantly higher in their plant also be taught the uses of the plants and trees ID test than cohort A, with an average score they identified and would get practically involved of 12.25 out of 16 compared to cohort A’s in those uses. For example; Cohort A (no average score of 8.5 out of 16. This result bushcraft tuition) was taught that lime can be confirmed my hypothesisthat knowledge recognised by its roughly heart shaped leaves, of bushcraft can improve the attainment of smooth green/grey bark in immature trees and students in relative fields of study, although grey/brown slightly fissured bark in mature a more detailed study, including additional specimens. They were also taught about the topic areas, would need to be undertaken to habitat each species would normally be found provide a conclusive result across the subject. in. Cohort B (bushcraft tuition) were taught to recognise the tree in the same way but also Figure 1 shows which topics students felt were collected bark and took part in a project to make supported by bushcraft, it was not considered a meter of string strong enough to lift a toolbox. relevant to topics such as freshwater and Other activities related to other plants included wetland management but the students were collecting wild food and discussions based on in agreement that Greenwood craft and the medicinal properties of certain plants. Each Woodland management were particularly cohort was then given an identical practical well supported by bushcraft activities and that test to identify sixteen different plant and tree certain elements of pest and predator control, species, based on a single sighting of each one in estate skills, and ecology were also enhanced the wild rather than from a sample or picture. by participation in bushcraft.

The results of the two tests would then be compared using a t-test, a statistical test to determine whether two sets of data are significantly different. In addition the students in cohort B answered a questionnaire so I could gauge their level of interest and engagement and find out where they thought links might exist between countryside management and bushcraft. Students had been identifying umbelifers like hogweed and cow parsely and after some practice they collected some hogweed seeds to make biscuits.

Figure 1; a representation of how relevant students felt bushcraft was to each of the topics they study on their countryside management course.

p28 HORIZONS Magazine No 63 Figure 2; results of student questionnaire

From these links it’s not hard to imagine where bushcraft might also influence more mainstream education, how about links between bushcraft and geography with activities such as celestial navigation and map reading, chemistry; with the chemical process of tanning and preserving skins as a case study, history; case studies of indigenous peoples and primitive technology, biology and environmental science; organism identification and ecology. The possible links are endless and bushcraft would be far more engaging than a lot of what I remember doing at school. The students certainly agreed that the activities they took part in were engaging as shown by Figure 2. In Figure 2 the numbers on the y axis Conclusions correspond to the questions posed on the The statistical analysis showed that students who questionnaire (each question had the possible received bushcraft tuition significantly outperformed responses strongly agree, agree, disagree and those who did not. This test can’t prove that bushcraft strongly disagree); would similarly impact all areas of a countryside management course but it is encouraging to see that 1. Bushcraft is not part of at least in this area there is significant correlation. the required curriculum of a countryside As to why bushcraft might affect attainment; during management course; the test I gave to students I heard comments such but studying it equips as; “I remember eating that, it tasted awful” and you with skills you could “that’s the one we used to make friction fire kits” so About use in a career in the it was clear that the additional points of reference Geoffrey Guy countryside. that students were constructing for themselves was Geoffrey Guy lectures 2. It is easy to engage and at Moulton College helping them remember and recognise each plant specialising in deer take part in bushcraft and tree species. As this investigation also looked at management and activities. how bushcraft effected student engagement it is also countryside/outdoor 3. Bushcraft is a more recreation. He set up important to note that the exceptional engagement a bushcraft special engaging topic than indicated by figure 2 may have also contributed to interest group while other topics you study at the higher test scores of cohort B as it is understood working in Northern Sweden and to pay his college. that improved engagement can improve student way through university 4. Knowing about the “attention to the learning task, mental effort, and he delivered bushcraft, properties and uses of 4 survival skills, forest perseverance in the face of difficulty” . schools and ecology certain plants and trees courses to groups has enhanced your ability Further to this investigation it would be interesting throughout East Anglia. to identify them. He is interested in to tailor the method used in this research to suit an carrying out further 5. The basic skills of investigation of the impact of bushcraft on student research on the bushcraft, such as using a attainment on other areas of their studies to see how value of bushcraft in education and would knife or saw, have helped else bushcraft could be used in formal education. n be interested in hearing you in your studies. any comments on this article; he can be References contacted on geoffrey. As the graph shows there [email protected]. were no negative responses 1. Beckford, C. & Barker, D., 2007. The role and value of local knowledge For anyone interested to any of the questions, in Jamaican agriculture; adaptation and change in small scale farming. The in the full write-up of Geographical Journal, 173(2), pp. 118-128. Geoff’s research into this is very encouraging. the Value of Bushcraft 2. Colorado, P. & Collins , D., 1987. Western scientific colonialism and the in Formal Education Figure 2 conclusively shows re-emergence of native Science.. Practice: Journal of Politics, Economics, it can be found online Psychology, Sociology and Culture , Volume Winter, pp. 50-65. that students considered at http://moulton. bushcraft a valuable topic 3. Glaserfield, E., 1989. Constructivism in Education. Oxford : Pergamon Press . academia.edu/ to study. 4; Petty, G., 1998. Teaching Today. Cheltenham: Stanley Thomas. GeoffreyGuy. Photos: All from the author. p29 HORIZONS Magazinep29 No HORIZONS 63 Magazine No 63 BUSHCRAFT article by Lessons for Life Dave Watson

fter nearly twenty Theory vs Practice years teaching When I first started running courses for adults I found in the woodland myself spending a lot of the time answering questions environment, I have and proportionately not getting as much practical done as I had hoped. The customer seemed to want this; however developedA an understanding one of the big issues for me is making a distinction that this is about more than between theoretical knowledge and real knowledge. a set of physical skills and Many of us have watched the experts on TV or been knowledge. Call it bushcraft, on courses and I am aware that it is easy to fall into the survival, woodcraft or whatever, trap of repeating knowledge as if we understand it even though we have not tried it for ourselves. I have heard so this collection of skills and many times over the years ‘One of the most important attitudes more than any other I factors in fire lighting is having a hard wood have come across can be used against a soft’. In practice it is so, so much more than to teach a huge range of life that. As a trainer it is vital that in addition to knowing skills. HOW to do the skills, I understand WHY we do them. When I am training, I want people to work out as much as possible themselves whilst still getting a high success In this article I want to illustrate rate. If you don’t do this then there is always the danger a selection of situations where of hearing something from someone who you assume I was teaching concepts that knows what they are talking and repeating it untested - Chinese whispers does the rest and it becomes a ‘fact’. have highlighted some real, An example of this happened years ago when I heard and at times life changing, it being circulated that King Alfred’s Cakes (Daldinia truths for students and myself as concentrica) is great for holding an and therefore the tutor Experiences like these would have been have helped me develop the philosophies that underpin my work in the woods.

>>> p26 HORIZONS Magazine No 61 used by nomadic people with so little travelling to a new camp on paper. the next day, keeping their I certainly coal glowing slowly in a felt bark container for instance. something Well true this fungus is very of a failure good at catching a coal but as until I was in my twenties. it is porous in my experience I had some survival skills, as they tended to be it is quite hard to clamp it called in those days. I had learnt how to light fires, down enough for the ember to stay in for hours. I knew a great deal about wild food plants along However, if you used a denser bracket fungus with having the confidence to travel around the like the Birch polypore (Piptoporous betulinus) countryside for days on end on my own sleeping it would be easier. Unless you have spent some under my trusty Poncho. When, in my early 20s, I time trying it you wont know for sure. I suspect looked at others who appeared confident in their charcoal from the previous fire would have been life, my particular skills did not seem to have a place used mainly but I have not used it so I don’t know! and therefore I deduced that I was not as good as Making use of professional tutors can be of value them. (well fortunately most of my customers/students Spending time actually living in the woods has seem to think so !) but Bushcraft Instructors/ taught me to look at things at face value. If you have Trainers should be a springboard into having ever tried lighting a fire from fluffy plant material enough confidence to take skills further yourself. such as Thistle or Reedmace heads you will notice Not just come back on the next course. that they will ignite easily but go out within a nano- In answer to a request from some evidence of second. If you have only tried lighting fires with learning, one of my mentees gave me a list of wool you could be forgiven for thinking that woods good for different jobs which he had been the natural material is not as good and therefore given by a friend. I had to point out that this was thinking you won’t use it. someone else’s knowledge not his and I wanted However what you should be looking at is what his first-hand knowledge. In a world where there is the seed heads do, not what they do not do. They so much information available it is important to be will ignite and last for a fraction of a second. Finding able to distinguish between what we know from materials that can be added to them that will take experience, our primary knowledge and what we within that nano-second is just another part of the hear second hand which is someone else’s opinion process. In my experience either fine pieces of and maybe wrong or taken out of context. birch bark or very fine shavings of a resinous wood such as pine will do this, and if you add this to a COMPARING and COMPETITION ball of plant fibre it stands a very good chance of lighting well and staying lit for 10-20 seconds which For me one of the big dangers in our society is enough time to get fine dry twigs lit etc. is that we compare ourselves and then make judgements about our value. This is especially true It does not take a genius to apply this principle to of those of us, like myself, who perhaps left school personal development. I have come across many

p27 HORIZONS Magazine No 61 people who have not been keen to encourage competition as part of youngsters development. I can see their point to an extent but we the end up with the “Everyone is a winner” situation which does not encourage anyone to strive to achieve. Out in the woods the competition is mostly about you as an individual. Can you look after yourself? Can you get a fire to light This often meant not just one and a shelter to keep you dry? etc. to one listening but also when necessary being Doing it quicker than others is not the issue. prepared to challenge a student(s) thinking and Whether you can you get it to work IS. behaviour. On a few of these occasions I had to say If you are used to journeying in the wilderness some pretty clear things and thankfully my words you will know that as soon as you are tired/cold seemed to have an impact, probably because I etc you are in danger of cutting corners and then had been very straight with them, always with a not getting things quite right. Before too long the sprinkling of fun.But I had not been overly nice fire is not going, shelter not stable and you begin or ignored poor behaviour/attitudes. I was not the downward spiral in morale. Keeping your afraid to challenge appropriately and say things as attitude sharp makes all the difference. they are and as a result my words were real and This issue of ‘keeping your attitude sharp’ had meaning. Over the years I have had a good also draws out another key aspect that I think number of students that had a significant moment is so lacking in our society and that is having during their stay and I am satisfied beyond doubt an Edge. Our young people are in need of this that in avoiding woolly niceties and helping people edge. If they don’t get taught it constructively face up to the truth was key. then they will find it elsewhere in thieving, joy riding, drugs or dodgy dealing, anything to give them an edge/thrill. We all need this, and like a FAILURE and LEARNING lot of youngsters, as a young bloke I needed to Our society gives us a strange concept about know that I was good enough. We need to know success. We have spent so much time teaching this from a parental figure but we also need it children to get things right that they do not from within ourselves. We need to know deep know how to cope with getting things wrong. down that we can achieve what we need to be a Historically children used to spend part of their competent adult. day just playing/copying, they did not need to get it right. The first bow and arrow made was not going to bring a meal home that day. They will GETTING REAL have enjoyed trying out different woods and take In order to help people gain this edge for that extra bit of care next time to get the bow themselves I believe very strongly that we need limbs even and strong. In time they will learn by to get as real as possible with those we are watching the experts and trying. Most of this time supporting. I attended a workshop on dealing probably did not involve being judged by anyone with aggressive behaviour a few years ago and else. Anyone who learns a craft to any level will overall I thought it was great. One thing did strike need to have got things a little wrong. me as odd though and that is this belief that we If you really want to grasp a skill to a high level need to say 10 nice things to someone before we you will need to accept that to really understand say anything negative. how things work you will need to know why other Over the years I have come across some fairly methods do not work as well. Before I grasped challenging behaviour and in a number of how to build a waterproof shelter, guess what, I instances I was faced with some difficult issues. got very wet and cold. I stay dry these days! p28 HORIZONS Magazine No 61 We need the opportunities for success and a good idea and then fire. Day 2 comfort came failure to be in proportion to our students stage into everything and eventually we had more of development. Hence the need to set the adventure. appropriate goals for different age, ability and Well since we were in that wood for five days experience levels. With the mass growth of Forest and relying heavily on developing skills I decided Schools, Bushcraft and other Woodland Education to see if I could work with this lad’s attitude so the ability to play and just enjoy doing things is I always spoke to him in a way that implied he so very important to create a platform of healthy would probably know things but explained them learning and discovery. For personal development anyway. About midday on Day 2 he suddenly to happen sometimes this needs to progress and started to ask questions. This carried on and then become understanding applied to real life in order on Day 3 he just found a moment to speak to me. to support healing and growth. What he said astounded me. He basically just said “I need to move on in my life, I need to stop taking the stuff I use” The lad had stopped hiding. TRUTH, DECEPTION and ‘KNOW-ALLS’ He was also showing that he had a good ability to Sadly our society seems to encourage people learn, and I had the opportunity to tell him what to twist truth around, either to get what they potential I saw in him. The issue then was to help want or to avoid taking any responsibility for their him work out what would stop him carrying out actions. Again some simple Bushcraft situations this decision and enable him to move on. Well no can expose things for what they are. surprises here but I needed to help him realise It is not unusual for someone to tell me that the that his friends would try and hold him back since fire-steel they are using is not working properly. he would become a threat to them. I finished the Assuming that you have a decent make of fire- course assuring him that this decision was within steel the chances are that it is the technique not him to take. the tool. With the right attitude anyone can learn to identify exactly what the reason for the fire not lighting is and focus on refining the technique. If CONCLUSION the student hides from this my first line of thought There are so many more examples and so much is to simply explain why the fire did not light more could, and possibly should, be said. I am and encourage the student to then decide what sure that some readers will agree with some bits they are going to do with that. If they still try to but perhaps not with others. When it comes make an excuse then I try and face them with an to challenging behaviour, while I may not be an appropriate question. This can be simply “would expert I have had many situations where I have you like to learn how to do this more efficiently” had to decide on how to act and speak and I have or “would you like me to show you again”? By this had the privilege and satisfaction to hear from time I have usually gauged the student so that I students, weeks or months later, of their personal can be appropriately gentle or clear. growth and life skills successes which have a clear On one memorable week-long course I had a connection in their minds to their time in the young man who spent the first 24 hours hiding woods.....n behind the fact that his uncle was a game keeper Dave Watson LPIOL has been teaching and that he knew all about woods, implying that Bushcraft professionally since 1995 I would not be able to teach him anything. This (Woodland Survival Crafts) and works with course was a bit unique, they had canoed to people/groups from all walks of life. In 2007 the wood and they did not know any way out of he instigated the Bushcraft and Survival SIG in which he now serves as the Events the wood other than back on the water. On the Coordinator. Much of his time now is spent whole these students led the week, they decided training/mentoring other professionals who what they did, I just gave them options. Funnily use these fascinating skills. enough on Day 1 they decided that a shelter was Photographs: all from Dave Watson, except background image by Fiona Exon.

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