Spirituality, mental health, wellbeing

Written by Marina Robb (Director Circle of Life Rediscovery CIC)

Spirituality is the innate aspect of being human. We have a natural capacity to be spiritual. The search for meaning and purpose in life is a central pillar of spirituality.

The UK school curriculum aims to “Promote the spiritual, moral, cultural, mental, physical development of pupils at school and of society.” (Section 351 of the Education Act 1996) Many of us who are practitioners who work with children, young people and adults, approach human development from a holistic perspective, with spiritual development being a key ingredient.

But what do we mean by spirituality?

Giesenberg (2007) defines it: ‘Spirituality is an innate part of a person. It is an awareness or consciousness of the surrounding world, a sense of compassion and love towards this world and anything in it shown through wonder and through activities and relationship with peers and significant adults in the child’s life.’

For me, it has always been connected to the bigger questions and unknowns of life, as well as the ‘ah ha’ moments and feelings of awe that you get when you experience something special. It has something to do with a ‘consciousness’ or perhaps ‘a group mind’ (like the morphic resonance that Rupert Sheldrake talks about), that permeates all of life.

There is understandably a hesitancy when we use the word ‘spirituality’ as it historically has been closely linked to religion and religious experiences. In more modern times, it has been re-framed to allow this ‘feeling’ of connectedness or mystery to be named without the dogma of any religion or tradition. To enable a discussion around this aspect of life, and to be ‘inclusive’ we are attempting to clarify a very real difference between religion and spiritual. However, experience is inevitably personal and emotional.

Adam et al (2008) defines ‘spiritual’ as, ‘the very sense of being connected to others (whether to people, creatures of things)’. It is intangible, goes beyond anything that is visible or tactile and is, in essence spiritual. Eastern and western mystical traditions focus on spirituality as a journey towards unity with other, ultimately a feeling of becoming one with other.

Sal Gencarelle, who I will be co-leading our workshop on ‘Well-being and Spirituality’ on June 11th, describes spirituality as, ‘the science of connection’. (Join us live on a webinar on May 7th 2019). We will explore Spirituality, mental health, wellbeing during our webinar and workshop.

The word ‘spiritual’ comes from the Latin ‘spirare’ meaning ‘to breathe’. Elementally, it is linked to air, which moves through and within all of life, and brings well-being. I am often reminded by children about the essential animistic quality of life. In the early years, the child’s world has no separation between object and subject and everything is alive. This sense of aliveness and connection is foundational to most indigenous world view that see all of life as ‘subjects’ within life. This promotes a harmony with nature, and puts a ‘spiritual’ value on life, where the spiritual and physical are united.

Knowledge in this paradigm comes directly from experience and learning happens from the non-human and human alike. Our ancestral traditions are often written off as ‘primitive’ or ‘spiritual’ yet these people deeply felt the intrinsic ‘aliveness’ of the plant and animal kingdoms – from the trees to the stones. Long-standing earth-based cultures have this awareness and understanding and are experts in their fields. It is understood that although we ‘look different’ and grow and change at a different speed (e.g rocks or trees), we share the same essential materials and are exchanging atoms, molecules and hormones all the time. Humans and their galaxy have about 97 percent of the same kind of atoms elements of life. These are known as the building blocks of life and are the crucial elements: carbon, hydrogen, nitrogen, oxygen, phosphorus and sulphur. We are made of stardust!

Mental Health is defined as:

“The emotional and spiritual resilience which allows us to enjoy life and survive pain, disappointment and sadness. It is a positive sense of well-being and an underlying belief in our own, and others, dignity and worth”. (Mental health Promotion: A quality Framework, Health Education Authority, (1997) London: HEA)

It is really interesting to me that to have ‘mental health’ we need emotional and spiritual resilience – two aspects that are often ‘unconscious’ responses and experiences in life. In way they also are opposite ends of the rational and logical parts of ourselves. Yet we know understand through neuroscience, that we have a ‘system 1’ (emotional, sense-based system) and a ‘system 2’ system (logical, super-intendent) and that to be well, we need to develop in all these aspects.

My mental health has been challenging several times in my life, sometimes in a big way, and often is small little ways. Defining our ‘wellness’ is often a measure of our ability to move through our pain and discomfort, rather than avoiding it. We can’t avoid pain in our lives, but we can learn to have perspectives and experiences that help us move to wellness.

We know that our experiences impact our lives and our ability to form healthy relationships. Our early experiences have a huge affect on our ability to cope with stress and on the development of our emotional and sensory processing systems. Traumatised children struggle to self-regulate across environments and find it difficult to trust and feel safe with adults. These children tend to experience the world through a ‘fear lens’ (Perry 2005).

I recently saw an image of a piece a paper with many dots on it – there was a red line joining dots to form a line across the paper. This was meant to show the story we tell ourselves about our lives. The story gets fixed on key events and we repeat this story until we believe this is who we are, and all that has happened to us. If we take a moment and look beyond the line, we can see hundreds of more dots, all experiences that tell us more about our lives and experiences. Doing this, helped me remember that the story of who I am and what has happened to me, is greater that the one line.

When we drill down under the surface, many of us don’t feel good enough, we lack confidence in what we know and struggle to speak out. We struggle to tell our story, to share our vulnerability – yet it’s in those places that are the treasure and core, unshakeable strength. Some interesting questions to think about:

– What has happened to you? (How is power operating in your life?)
– How did it affect you? (What kind of threats does this pose?)
– What sense did you make of it? (What is the meaning of these situations and experiences to you?)
– What did you have to do to survive? (What kinds of threat response are you using?)
– What are your strengths? (What access to Power resources do you have?)
– What is your story? (How does all this fit together?)

I have worked with vulnerable and challenged young people for most of my working life and my own lived experience of mental health difficulties in my late teens hugely impacted and transformed my life. Nature and healthy relationships were key to my healing and ability to thrive and make healthy choices. My worldview was influenced by different cultures who opened many doors to my understand of ‘reality’ and how nature plays a huge part in a feeling of belonging, place-attached.

Around the world, we know that economic growth alone is not enough to produce happiness. Happiness and well-being is actually reduced despite people in the UK or USA being richer, according to survey day (Global Happiness and Wellbeing Policy Report 2019).

Nature offers us rest-bite and restoration. It is a place of no-judgement and feeling the different non-human relationship that feels safe, once you get out there – sitting round a fire, allow the gentle movement of the flames. It is often mesmerising, uncomplicated and peaceful. In the cultural we inhabit, we present a particular version of ourselves, and in my experience nature allows us our freedom to be and discover ourselves in a new way.

Spirituality, mental health, wellbeing Workshop:

We will be exploring these themes during our webinar on May 7th 2019 (see below), and during our workshop on June the 11th in East Sussex (Spirituality and well-being Workshop).

You are invited to join Marina Robb and Sal Gencarelle on a Zoom Webinar meeting.

When: May 7th, 2019 8:00 PM London
Register in advance for this meeting here.
After registering, you will receive a confirmation email containing information about joining the meeting.

For more about Spirituality, mental health and wellbeing – buy Sal’s new book ‘Thriving in uncertain times’.

Circle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

Sign up to our newsletter for updates about our courses, CPD’s, well-being & nature based training and events.

International Women’s Day 2019

International Women’s Day 2019 – Celebrating women and our internal connection to nature’s cycles

I am delighted to be celebrating International Women’s Day on 8th March 2019! I will be going up to London on March 9th to the WOW (Women of the World) festival to spend the day with men and women, to be part of a global movement that believes a gender equal world is possible and desirable through empowering women and girls.

Particularly excited to listen to Naomi Klein, a renowned activist and writer, who in 2016 was awarded Australia’s prestigious Sydney Peace Prize, for ‘inspiring us to stand up locally, nationally and internationally to demand a new agenda for sharing the planet that respects human rights and equality, and for reminding us of the power of authentic democracy to achieve transformative change and justice.’

While we act politically, there are private aspects of being a woman, that is rarely talked about as women: our menstruation and bodily hair! If you squirm at the mention of this, you are not alone, with shame about our bodies and monthly periods.

As Dr. Christiane Northrup says in her book Women’s Bodies, Women’s Wisdom “Nothing in our society – with the exception of violence and fear – has been more effective in keeping women “in their place”, than the degradation of the menstrual cycle.” Shame, stigma and misinformation surrounding menstruation are contributing to serious human rights concerns for women and girls (UNFPA Report), underscoring the ways period shame and misinformation undermine the well-being of women and girls, making them vulnerable to gender discrimination, child marriage, exclusion, violence, poverty and untreated health problems.

A recent survey found that 73 percent of women across the world hide their periods from others, and 68 percent are afraid to talk about their periods with men. Then there is the cost of sanitary products which prevents young women from attending school because they are unable to afford menstrual products. They miss school every month because they cannot face the shame and fear of going to school using socks stuffed with tissues, old torn T-shirts or newspaper. In these families, menstrual products are an unattainable luxury. Read more here.

These things do matter for half the population.

There are many cultures who view menarche (the first period) as an initiation into womanhood, where a girl gets to be honoured by a coming-of-age ceremony or ritual. There are increasingly women who are reclaiming this natural cycle for themselves and their children.

At Circle of Life Rediscovery Camps for young women and other programmes, we always make sure there are healthy conversations and sharing about our feelings towards our bodies and menstruation, listening to different women’s experience of sex, babies, monthly bleeding, relationships and celebrating the inner wisdom that we have access too.

“To see your cycle as the enemy can set you up for more suffering. But working with and within it’s rhythmic imperatives can be your foundational path to healing.” (Wild Power 2017).

There are many ways of understanding how connected we are to nature and our relationship as women to natural cycles. It is very easy in the modern, externally focused world to forget that our well-being comes from knowing our internal landscapes, and how the external and internal influence each other.

Indeed, we so focused in the next moment, that most of us are also entirely unaware of Earth and moon’s influence on us! The earth rotates every 24 hours at 1000 miles per hour, the moon rotates around the earth, all the while spinning around the sun. We are entirely linked to the forces of life that are always moving and changing.

Linking the small and large perspective with the larger forces were and are often explained through show a map in the form of a wheel or circle. All the while, we know that we can only see a small part of ‘reality’. The most common maps place the earth & humans on the earth in the centre, where from our perspective the sun rises in the East and sets in the West. The influence of the sun on life is fundamental, without which life as we know it could have never evolved or exist. (Find out about our Nature Pedagogy workshop April).

It is less common however to notice that our everyday life is also influenced by the moon cycle. We are 70% water after all. This is particularly true for women, as their internal landscape and emotions are mapped closely to the moon. It is easy to forget that half the population from puberty has their ‘periods’ every month. Practitioners working with adolescent young people supporting healthy emotional and physical development are not educated to know how this internal cycle and understanding of our bodies is central to our mental and physical well-being.

Much of my work is with people with mental health difficulties. Findings based on the Millennium Cohort Study (MCS) shows that brighter and poorer young women are particularly vulnerable to mental health difficulties showing a sharp increase of girls under age of 18 admitted to hospital in England (2015 -2016) because they had self-harmed after cutting (285%), poisoning (42%), hanging themselves (331%). “Some people say that physical pain is easier to tolerate than emotional pain.” (Dr Nihara Krause, consultant psychologist).

Our menstrual cycles really affect how we as women feel and following our cycles can hugely help us to harness the different qualities through the month. Empowering young women (and young men) to have the language and understanding of what is occurring physically and emotionally, provides a larger context and framework for what they are experiencing.

Most cycles, like the moon, are 28 days, and our bodies have internalised this rhythm. Like the phases of the moon, we have phases in our cycles: ovulation and menstruation. This is associated with the waxing moon reaching fullness in tune with ovulation and fertility (during the constructive phase) and the waning moon and dark moon (during the deconstructive phase) coinciding with menstruation and being a time of retreat and inner vision.

Menstruation is the night of the cycle, which as in story telling represents a state of consciousness “when we are closer to ourselves, closer to essential ideas and feelings that do not register so much during the daylight hours” (Estes 1998, p.329). Estes, Clarissa Pinkola Women Who Run With The Wolves (Rider 1998).

As an introduction, the following moon wheel enables us to see how our internal cycle links to the qualities of the seasons and phases of the moon. We can use this to apply how we may feel during a day, month or season. Whilst the sun and moon appear to move from East to West from our human perspective, in actual fact the earth, moon and even the sun (albeit at different speeds) are moving anti-clockwise from West to East!

MOON WHEEL DIAGRAM – Your Inner Seasons

Your menstrual cycle awareness, ‘the act of knowing and valuing your unique cyclical pattern of energy and mood throughout the menstrual month, paying attention to where you are in your cycle at any one time, respecting your feelings and energy levels, working with and within the changing energies, leveraging this as a life management and facilitation tool’ (see A Pope & S. Wurlitzer, Red School) is a key part of knowing ourselves. When used well this awareness and knowledge lead us to an increase in health and well-being.

I am now peri-menopausal and moving towards my menopause. I know that understanding my internal seasons and moving into this new phase is also part of a natural continuum and stepping into another experience. I am certainly not alone, and have many wise women’s support ahead of me.

“Women are the archetypal anchors for the power of the feminine, and when we reclaim our feminine power – by restoring our ways and practices – we integrate the power of the feminine into our lives and back onto the planet” (ibid).

Tell your story so the story doesn’t tell you.

(Note: Some of you may have noticed I didn’t talk about stigma around body hair – I don’t think our society or this blog is yet ready for that.)

Happy International Women’s Day.

Marina Robb – Director, Circle of Life Rediscovery CIC.

Transforming education, health and family through nature.

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Forest School in an urban environment – how can it work?

At Circle of Life Rediscovery, we run our Forest School Training Level 3 from a beautiful, mixed broadleaf woodland in the heart of the Sussex countryside. In this environment, it is so easy for our trainees to understand the ethos and principles of Forest School, to see how child-led learning can take place, the resources that are available and the importance of nature connection, they can feel it just by being here.

In a woodland environment there is so much stimulus. To our trainees, it is clear to see how the children can explore and lead their own learning.

There are places to climb, logs to balance on, mud to dig, creatures to discover, leaves to throw, sticks for dens, the list is endless….but how to translate all this to an urban environment, where there is no woodland?

Forest School in an Urban Environment?

The answer is to remember the ethos of Forest School – child-led, learner-centred sessions, which take place regularly (weekly if possible), with opportunities for supported risk taking, in a natural environment…this could be your local park, the school field or even a corner of the playground.

This, plus a little bit of creativity can go a long way towards giving the children the same sense of connection, freedom and opportunities for exploration and learning, regardless of where they are.

I have seen an excellent example of Forest School run on a small patch of grass, with one tree, in the middle of a housing estate in East London. The children walk there from their nursery every week, the site is a public space overlooked by hundreds of residents that used to be empty apart from the broken glass, used needles and empty drinks cans.

Now once a week it rings with children’s voices, the litter has gone and the local residents know that Forest School is taking place.

As for the children, they are motivated, engaged and learning. They find worms, they dig, they make paint from mud, they use the tree to make shelters and homes for the creatures, they lie on the grass and look at the clouds, they play, they learn…to these urban children, this is nature.

Activity ideas for Forest School in urban spaces:

Den building – if you don’t have any natural resources use tarps and ropes – tie them to trees, fences, benches, bins, goal posts.

Mini-shelters – ask the children to bring in a bag of sticks and leaves as their homework. Have this available as a resource for free play. Leave pictures of different types of shelters as inspiration.

Clay – use it to make mini-beasts, creatures, fairies, faces on trees (or brick walls).

Natural paints – bring in a bucket of mud if you don’t have any, use frozen blackberries, crushed chalk, charcoal – mix with water and paint on the playground (it will wash off) or an old bed sheet.

Listening activities – tune in to what is around you, what sounds can you hear? Can you identify which sounds are from nature (birds, leaves rustling, wind in the trees, rain) and which ones are human sounds?

Mini beast hunting – Use magnifiers to search carefully in the corners of buildings, in the cracks of the pavement, in flower beds….. it’s amazing what you can find, even in a concrete jungle.

The most important thing is to get out there, the environment (even if it is urban) and the children’s imagination will do the rest.

By Katie Scanlan, Circle of Life Rediscovery.

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Forest School Training Level 3 Courses:

If you are keen on Forest School Level 3 Training in East Sussex, our next courses are:

Course One
Part one: 4th & 5th March (Mill Woods) & 6th & 7th March (Picketts Wood).
Part two: 29th April – 1st May (Mill Woods).
Part three: 20th – 21st May (Mill Woods).

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.
Location to be confirmed but will be East Sussex/Brighton area.

Please visit our website for details.

Transforming education, health and family through nature.

Circle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

World Thinking Day – Civil Rights, Women’s Rights, Earth Right’s and Child’s Rights

World Thinking Day – Civil Rights, Women’s Rights, Earth Right’s and Child’s Rights – what do they all have in common?

On World Thinking Day, I have been thinking about how I have always been fascinated by how change happens. It was only in 1965 that the first Race Relations Act came into law, when at last, it was illegal to discriminate against somebody because of the colour of their skin. Our western mind-set supported the notion of superiority, if your colour was white.

Many of us have followed the story of the Civil Right’s movement in the US, and Martin Luther Kings’ ‘I have a dream’ speech. What we have in common is fundamental. Though our society likes to believe that one person is intrinsically ‘better than’ the other – for colour, status, religion.

In 1928 the Conservative government passed the Representation of the People (Equal Franchise) Act giving the vote to all women over the age of 21 on equal terms with men, it still relatively recent. The Woman’s Rights movement changed the law despite years of ongoing sex-based discrimination. “Land, like woman, was meant to be possessed”.

“The enormous difference between fighting gender discrimination as opposed to race discrimination is good people immediately perceive race discrimination as evil and intolerable. But when I talked about sex-based discrimination, I got the response, ‘What are you talking about? Women are treated ever so much better than men!”
― Ruth Bader Ginsburg (Associate Justice of the Supreme Court of the United States).

None of this is meant to say that white men or any man is not discriminated against. All of us are vulnerable and positioned to being treated as inferior, and feeling inferior.

And what of our children on World Thinking Day? This voiceless generation of young people, who were until 1800’s without protection. Children could be abused, put to work, and killed. There were no Rights. In 1919, the League of Nations created a committee for the protection of children. Five years later, it adopted the Geneva Declaration, first international treaty on children’s rights. With the creation of the United Nations, The 1989 Convention on the Rights of the Child (CRC) was formed.

Today, in 2019 on World Thinking Day, we are still grappling with what kind of society we want to be, with what values and morals. I believe, human law is a necessary vehicle to align us with these morals and values.

“The strength of the social hierarchy and the importance of status serve as indicators of how far a society departs from equality. The further the departure from mutuality, reciprocity and sharing, the stronger the basic message that we will each have to fend for ourselves.” (Resurgence 2019: K. Pickett & R. Wilkinson).

So now we face a similar need to change the law and our way of thinking towards the land. To place human law in line with natural law. To go way beyond the idea that we possess the land, women or children, and can do what we want. We need to realign human law with a higher moral code.

Polly Higgins, is leading the way for a change in law that would protect the earth – giving us Earth Right’s, in the form of ‘ An International crime of Ecocide’. Ecocide is serious loss, damage or destruction of ecosystems, and includes climate or cultural damage as well as direct ecological damage.

Under ‘Earth Rights’, we all benefit when we look after and respect each other, our beloved men, women, children and earth.

What can we do to create Earth Rights?

It’s simple: all it requires is an amendment to the Rome Statute (not a whole new treaty) which is the governing document for existing international crimes and the International Criminal Court (ICC).

It’s possible: any member nation State to the International Criminal Court, no matter how small, can propose the amendment. Once tabled, it cannot be vetoed.

Sign yourself up now as an Earth Protector to help fund this law:

Mission Lifeforce is the campaign Polly co-launched in order to launch ecocide crime into the wider public domain. In an unprecedented step, an Earth Protectors Trust Fund was created. The fund provides for representation at the annual Assembly of the International Criminal Court for Small Island Developing States and their delegates costs.

Finally, on World Thinking Day:

Greater equality across humans and non-humans is critical to protect ourselves and future generations of all species. Our ‘human systems’ are based on a power structure that provide privileged access to resources for those at the top, regardless of the needs of others. ‘The others’ – in history people of colour, women, children have been (and still are) discriminated against and history has shown this voicelessness & powerlessness describes a value-system, that we can and are trying to change.

We have many different models within us. At least one, based on friendship across people and non-human, and another based on ideas of superiority and inferiority. We are also hardwired for survival as well as to appreciate great beauty and belonging. Many of us who are reading this, do have choices and are able to share our views and contribute to challenging older views that stem from fear, scarcity and power over.

Let’s remember that it did take courage for individuals to stand up and be counted and it is possible to make massive changes that over time help us to live more in balance with the rest of life.

Marina Robb, Director – Circle of Life Rediscovery CIC.

Transforming education, health and family through nature.

Neuroscience of Early Years: Attachment and Sensory Enrichment

Neuroscience of Early Years

Neuroscience of Early Years – here’s a little thought experiment. Imagine you have been asleep in a warm and comfortable snug place .… a feeling of such safety encompasses you… but … you cannot remain there … you are being forced out. It is inevitable you have to face a tunnel which leads to something never encountered before … bright light …. unmuffled sounds which resonate in your head …. and an almighty gasp leads to you to make the loudest noise … you scream … you cannot stop screaming … then a familiar sound and you feel the touch of something holding you … fear subsides as your mouth finds the food source…. you can return to the warm cosy La La land you know … but just for a short while… it will take you months and years to be able to subdue the innate fear and instinctive drive to seek an ‘other’ to comfort and protect you…. so …

What do you need to do to start feeling less fearful?

“If it is true that as infants we are indeed “born into trauma”, is it possible that as adults we have the experience of trauma at the very foundations of our psyches and emotional lives? If so, does the degree of trauma vary from individual to individual?”

Dr F.Woolverton 2018 (psychologytoday.com)

PROTECT AND SURVIVE

As soon as any baby mammal is born the major task they face is survival. Human babies can survive even if the ‘other’ is a wolf or monkey as long as their basic needs are met. This is the premise of Attachment Theory (John Bowlby 1907 – 1990): the human baby needs a primary care giver as the human mammal is the least well equipped for survival.

Human babies rely on an ‘other’ for at least five years before they have really learned to control body functions, walk, communicate and feed themselves. A chimpanzee’s childhood also lasts 5 years but what they learn in those 5 years equips them very efficiently for survival, I am not sure the same can be said for a 5 year old human child. But then we expect our human offspring to learn so many more complex activities than mere survival, in fact perhaps we are moving further and further away from helping show our young how to survive life?

Child psychologist Donald Winnicott identified the basic needs a baby has as Holding, Feeding, Mutual Cooing, Reflection, and Shelter.

These behaviours, as well as helping the baby begin to control their body are essential for learning how to relate to ‘other’ and begin to trust ‘other.’ Recent research in neurobiology also suggests that another basic need for crucial healthy brain development and sociability is sensory enrichment. The baby brain requires a rich and diverse experience of sound, sight, taste, smell, touch if the foundation structure of neural pathways is to be strong and firm. If the foundation brain is strong then the child is able to begin to rationalise feelings and reduce fear. Humans need positive experience for relationship to ‘other’ and environment.

It is essential to provide opportunities for baby to experience natural and organic sensory stimuli as well as man-made stimuli. Why?

If a baby is to develop an understanding of the world and how she fits in it, she needs to explore other living growing things as well as inanimate objects. A sense of confidence and resilience can only grow when we feel in control of our life. We learn that feeling by being allowed to explore and discover what we can control and what we cannot. WE CAN KEEP ON BUILDING CONFIDENCE AND RESILIENCE THROUGHOUT OUR LIFE IF WE KEEP ENRICHING OUR SENSORY INPUTS (Read about our Therapeutic Play training to learn more).

WHAT’S LOVE GOT TO DO WITH IT?

Goldilocks Fear alerted by the wrong eyes, ears, mouth.

The new-born infant screams for attention and the ‘significant other’ responds. Bowlby identified the need for that ‘other’ to be consistent. Why? Because the baby is responding to the ‘other’ as a mammal and is learning to recognise certain sound, smell, taste, touch, sight as the important ‘other’ who supports her survival. What Bowlby called Secure Attachment is the relationship between baby and ‘other’ based on the ‘good enough’ meeting of the baby survival needs. Out of attachment comes the feeling which as the child matures, she identifies as love. She can begin to extend her circle of trust and permit ‘others’ to contribute to meeting her needs.

Circle of Trust

Trust starts with one to one relationships. The baby needs a consistent primary relationship if she is beginning to develop CORE SAFETY. If the primary relationship provides good enough basic needs then as the baby grows she will seek more relationships.

If the ‘significant others’ ability to meet the baby’s needs is lacking the child still attempts to attach to ‘other’ but she learns that ‘others’ will not support her survival all the time; she cannot quite trust ‘other’ to keep her feeling safe and she will never quite prevent Fear impacting on her experience of life. That too becomes what love means.

The quality and energy of our early relationships become the model for future relationships. We have stored information based on what we have experienced. It is helpful to consider our early attachment relationships to truly understand our Self – and it’s never too late to re-file feelings under different headings! Growing up continues throughout our whole life.

LEARNING TO BE OUR SELF

All our memory of events passed have their origin in the cocktail of sensory inputs our brain inputted at the time of the event.

We make sense of our life by building a story; this is my beginning my middle and end. How we remember the story is defined by the sensory inputs which have occurred and whether they resulted in feelings of joy, sadness, anxiety, guilt, or Fear.

Because we have two systems of thinking: System 1 – unconscious and automatic and System 2 – conscious and controlled, we are not always aware of how stored sensory feelings may impact on our everyday events. Have you ever encountered a sudden change of mood which seemed to come from nowhere but emerges after chatting with a colleague? Or perhaps you may have an ‘irrational’ fear but no memory of any reason why you should have that fear?

These are some of my sensory triggers; a certain smell which makes me think of home, a song on the radio reminds me of teenage days, looking at old photos floods me with feelings of nostalgia which are happy, sad, the smell of polish on old wood stimulates deep memories of my old nursery, the feeling of moss under foot, hearing a robin sing, the feel of the trunk of a large oak tree, watching wood lice, making daisy chains. The sensory experiences I am having today may be fresh and new or they may resonate with sensory experiences from the past and the same feeling from years ago re-emerges in the present moment.

Childhood is the time we all have used to build our sense of Self and there is so much to learn if we are to be able to ‘exist as oneself’ as Winnicott said. If you have or look after babies, infants, children the most significant benefit to their development is to go exploring. Crawling under tables and meeting the challenge of the stairs, feeling slushy mud splash your face, crunch across dried leaves.

Many early years providers now incorporate outdoor play and the mud kitchen as a regular feature, but if this sort of indoor and outdoor exploration is limited to a school/nursery environment it cannot become a fully integrated resource in the child’s life. The level of self-confidence and resilience that helps us know and understand our Self will largely depend on the diversity and strength of the sensory foundation brain neural connections. Because the brain is plastic we can continue to strengthen neural networks and shift feelings and thoughts if we provide the right sort of stimuli. The importance of sensory inputs to brain growth means we continue to benefit from enrichment and deepen our understanding of Self through connection to environment and Other.

So ….get out and explore the world with babies, infants, children, old folk! Make a point of finding a new smell, a new sight, a new taste, a new noise and a new touch every day. If you like competitions then see who can enlarge their sensory input the most in a week! There are endless ways – just make sure you are having FUN and that no one feels JUDGED.

Kate Macairt, Director, Circle of Life Rediscovery CIC

Transforming education, health and family through nature.

Find out about our CPD’s here and our Forest School Training here. If you are keen to hear more about events and training please join our newsletter here.

Nature Pedagogy – the teaching of nature within a nature-centric worldview.

Nature Pedagogy

Whilst the use of the terminology ‘nature pedagogy’ may appear relatively new, developing a deep nature connection and understanding how our needs and interests can be met successfully though nature to provide a meaningful contribution to our lives, is our most ancient and biologically responsive blueprint.

As a teacher we often use this word ‘pedagogy’. Simply stated, it is the method and practice of teaching. It involves understanding the learner’s needs, their interests and providing relevant experiences that our meaningful.

Our modern culture is very disconnected from nature. Our rational approach to this inconceivably complex and successful living system, is diminished to an object that we can exploit and deny our own animal heritage.

The development of our pre-frontal cortex, that defines human evolution, rest on a much larger sensory-based brain that thrives on relationships and filtering sensory information and feelings. Our capacity to view nature as an ally, a necessary partner and great, great, great grandparent is determined partly by our capacity to be empathetic, to feel through our senses, and to see a much bigger picture of our past and our future.

The Big Questions?

I have been largely influenced by the big questions: Why? What? How? I suppose I never stopped being the person who wanted to know why? Why do people believe in god? Why are some people more valued than others? Why is life unfair? How do people know they are right? What happens when we die? Why is it so difficult for our society to create systems that look after nature – as an absolute priority. I don’t think there are easy answers, and I know the different points of view are inevitable, despite nature as our common interest.

What I have observed is that young children, particularly the early years have a wonderful facility to experience the world as animistic, that everything is a subject not an object. A child can easily converse with ‘inanimate objects’ and are very comfortable immersing themselves in their own imagination, which for them, is real. In the west this facility seems to diminish, whereas in earth-sensory-based cultures it usually prevails.

I have studied many different cultures and worldviews. I tried for many years to square what seems like story-making about a mountain, or river, the apparent communication that many traditional people have with nature, as not real. I can’t stop objectifying. Yet, I have been fascinated by healing practices and the intimacy of those people with nature, all offering different ‘answers’ to those big questions. How tantalising.

Recently I was listening to a Ted Talk on Animism and the Maori people and the presenter beautifully explained that their worldview is like belonging to a vast family – tree, the humans, the animals, the plants, the seas, the stars, are all family. He asked if we consider our pet dog as part of the family? Yes, of course. I know and love my dog Ruby, she doesn’t speak, but she communicates and empathises. It is only a little more of a jump, and a lot more time, to feel a meaningful relationship to land, mountain, or tree where your worldview transforms to a friendly, caring approach, with gratitude for life.

Our entire system is operated by nature’s own manual. It is the primary way our neurological system is strengthened and extended. With our natural senses intact, we can be happy and healthy. Without time in nature, our systems become dysfunctional and we are undernourished, mistaking shopping and screen life with life-sustaining human and nature connection. One cannot replace the other, it will never do that.

Nature sends out a multitude of natural chemicals (at quantum level everything is energy) and we respond, even if we don’t know it. This ‘serve and return’ between nature and humans is the way we grow, learn, and thrive. Nature pedagogy puts us back in touch with our natural and original operating system. Not the human-imposed one, but one that sits in a large wheel of life representing all of life, as we can possibly know it.

From ideas of creation to the life cycle of a plant. There are many models and methods, tools and skills that help us to find our way back to nature’s medicine, and to provide this for ourselves and our children. Learning through experiences in nature, building psychological flexibility and pursuing important values increase our well-being and restores a natural balance in all of us.

Keep in touch to find out more about Nature Pedagogy and:

Approaches within nature education and key differences
Connection Practices & nature awareness games
Nature-centric models that inform our planning and holistic approach
Experiencing and activities that support an inclusive and nature-centric worldview
Indicators of awareness and attributes

Our work draws on best practice from Forest School, ecopsychology, ecotherapy, indigenous and western knowledge, earth education and deep nature connection.

By Marina Robb, Circle of Life Rediscovery – Director.

Nature Pedagogy related CPD’s & Courses:

21^st & 22^nd March: Exploring the Natural World & Feeling Self with Ian Siddons Heginworth
This training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles. The theme is ‘Alchemical Ash.’
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 17.00. Cost £175.

1^st & 2^nd April: Nature Play & the Therapeutic Space
An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’.
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £175.

17^th April: Nature Pedagogy and Games for Learning
This workshop brings together new thinking around ‘Nature Pedagogy’. This includes exploring the models, methods, worldviews and values that underpin our teaching practice in nature.
Location: Mill Woods, near Laughton, East Sussex. Time: 09.30 – 15.30. Cost £95.

25^th & 26^th May: Landplay Therapy
Post qualifying training for Play Therapists, Counsellors and Psychotherapists. This two -day training will provide you with the tools you need to extend your therapeutic practice to include indoor and outdoor sessions.
Location: Brook Farm, Messing, Essex Time: 09.30 – 16.00 Cost £165.

Visit our website for full details.

Transforming education, health and family through nature.

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

Therapeutic Play: Connecting with Nature helps heal adverse childhood relationships.

Therapeutic Play & Nature Connection

Connecting with Nature helps heal adverse childhood relationships.

For over 20 years I have witnessed the power of nature, therapeutic play and safe space to heal young people with challenging behaviour. These have included ‘targeted’ groups of young people, some at risk of early pregnancy, others with violent behaviour from pupil referral units, children and young people with mental health difficulties.

All these programmes, days and camps have taken place in a natural setting and were held by experienced practitioners. The combination of a natural setting with competent adults is a perfect combination for connection and well-being.

Challenging Behaviour & Therapeutic Play

All schools will have young people that display challenging behaviour, and part of our work is to understand what this behaviour is communicating and how to meet them in the most empathetic, authentic and boundaried way.

The difficulties that result in challenging behaviours are sometimes referred to as ACE: Adverse childhood experiences and they are more common than you think. The original adult-based study found almost two thirds of participants experienced 1 or more ACE and more than 1 in 5 experienced 3 or more ACES. This has raised the profile and urgency of addressing the needs of children, as the impact on later life shows the potential devastating outcomes from ACE’s, and the cost to society.

All of us can benefit from therapeutic play and training that helps us understand how best to support young people. The greater the trauma, the greater the need for professional support. However parents can be supported to improve relationships with their own children and at the same time, their sense of well-being.

You can download the questionnaire and have a go yourself here.

Green Intervention

If you work with vulnerable groups you are likely to have been drawn to this kind of service because of your own history, which is a blessing and can be triggering when you are not conscious of your own adverse experiences.

The great news is that what we now know is that the relationship that we have with a trusted adult in our early childhood and beyond can mitigate the impacts of ACE’s on mental and physical well-being. Furthermore, spending more than 20 minutes in the outdoors can reduce stress-related hormones like cortisol and adrenaline.

Research shows that a little stress is necessary for us as it creates a tension that can be good for learning, but too much stress increases our tension, confusion and anger. It can become toxic.

Green exercise optimises your mind-set to improve alertness, attention and motivation, it prepares and encourages nerve cells to bind to one another, logging new information and spurs development of new nerve cells from stem cells in the hippocampus – all good news for healing and restoration. That’s why experienced Forest School practitioners, green intervention facilitators using long term programmes can really make a positive difference to the current lives and future potential of children and young people.

All of us are likely to have difficulties at some point in our lives. Being disconnected is the source of almost all human problems. ‘Connection’ enables satisfaction in relationships and starts with those primary (parents/carer) relationships.

As practitioners in education and health working with children and young people, we have a responsibility to provide a safe space to learn skills and strategies so that we can offer a connection-friendly environment. This includes using effective communication, providing therapeutic spaces and managing our own behaviour.

Nature Connection

Nature connection is a way of opening up your senses which over time results in a satisfying kinship with nature, another nurturing relationship. Forests and natural environments are considered therapeutic landscapes and have demonstrated many positive psychological effects.

Exposure to forests and trees lead to increased liveliness, and decreased levels of stress, hostility and depression. Playing also releases natural endorphins and offers us a way of learning and expressing ourselves on our terms and not through adult lens. Being in nature can have a profound positive impact on a person’s sympathetic (i.e., fight-or-flight) and parasympathetic (rest-and-digest) nervous systems. Essentially, people feel less stressed and more rested.

We are advocating the need for a new hybrid approach. This model combines what we know within neuroscience, how we respond to stress, the impact of negative experiences, with how nature provides the ideal restorative environment for all ages.

Therapeutic Play

If you would like to learn more, join us at our 2 day course:

Nature Play & The Therapeutic Space – 1st & 2nd April 2019.

An Experiential training for health and education practitioners wanting to work in ‘Green Spaces’ and will include:

Therapeutic nature play.
The Forest School Continuum.
Exploring effective strategies for working with children displaying vulnerable and challenging needs.
Establishing Trust: understanding the fundamental importance of safe space/s and how to utilise it.
Psych-ed: Understanding difficult behaviours and the connection between sensory input, emotional response and behaviour (with the impact of ACE).
Explore your own triggers and inner landscape.
Play ideas: child-led and adult-directed e.g ropes and clay.
Key communication strategies: creative, reflective and empathetic skills.
Increase the tool kit to include more sensory-based games.
Develop understanding of Attachment Theory and how it relates to emotional insecurity.
Play skills include sand, puppet and music.

Click here to see full details about this two day course or visit our website for details.

Transforming education, health and family through nature.

If you are keen to hear more about events and training please join our newsletter here.

www.circleofliferediscovery.com

info@circleofliferediscovery.com

01273 814226

First by the heart before understood by the mind – Ecopsychology, environmental and art therapy in practice.

Ecopsychology, Environmental and Art Therapy in practice.

We are really looking forward to Ian Siddons Heginworth coming to run a 2 day workshop for us in March ‘Exploring the Natural World and the Feeling Self – Alchemical Ash’, an ecopsychology and practical therapeutic training. Ian is a highly experienced and creative practitioner who is both insightful and accessible.

Please sign up to our newsletter here to receive future updates about our courses and trainings.

I have owned his book ‘Environmental Arts therapy and the Tree of Life’ for many years, and am forever impressed by the depth and breadth of how his writing links our psychology with nature, and in particular the Celtic wisdom of the trees.

For those of us who work with nature as a source of healing, learning, creativity and inspiration, these days will lead us to understanding how our true selves are intimately entwined and connected to Nature and her cycles. Ecopsychology, art and environmental experiences are therapeutic. From the physical experience, the absorption of plant hormones that lower our cortisol, to emotional and psychological experiences that are supported and unravelled through nature’s language of metaphor.

About the Workshops

The training will apply the therapeutic use of natural materials, natural locations, natural themes and natural cycles and promises practical ecopsychology where we can explore our difficulties and let nature transform them. At Circle of Life we offer transformational programmes and approaches that draw on old and new wisdom and all of us are willing to learn more about how nature’s gifts can help us to ‘be’ in life, and live in a connected and fulfilling way. We also know that exploring our ‘shadow’ (See our course in April – Nature Play & The Therapeutic Space) and feelings are necessary to be mentally well and enable us to transform and change. Our work with all ages and background in nature repeatedly shows us the power of nature for long lasting well-being.

Ian’s fine work explores our masculine (the active and outward parts of ourselves) and the feminine (the feeling, inward part of ourselves that receives form the world). It offers us a way to reconsider our daily life as the year turns around through the months and seasons. It shows us how we can reconnect to the disowned parts of ourselves that are the compost of our health.

As a Forest School trainer and group facilitator, I hope to integrate the practical knowledge of working and offering activities through the year, with the psychological benefits that nature and these methods affords us.

Ogham Tree Alphabet

This intimate relationship with the living world was not unusual for our ancestors. Trees have always been of paramount importance. There is enormous cultural and medicinal value of the trees. For us in the West, our Celtic ancestors lived in a forested land and a secret form of written language was called the Ogham. The earliest known form of Ogham was the Tree Ogham or Celtic Tree Alphabet. Each letter was associated with a name of a tree. The Celtic year had thirteen months with each month associated with a tree.

“Each month has offered us the Tree of Life in a different guise” Ian Siddons Heginworth.

Exploring the Natural World and the Feeling Self – Alchemical Ash

The first of two workshops will be held over the Spring Equinox and focus on the Ash – Alchemical Ash. In ancient Britain the Ash was associated with rebirth and new life. The beginning of March is the time of year when we feel the promise of Spring and we long for it’s arrival, but winter is still here. By the end of March, it will have arrived!

Exploring the Natural World and the Feeling Self – Suffocating Ivy

The second in Autumn, ‘Suffocating Ivy’ – associated with death as well as life, as the female body gives life, so woman brings death. “September comes and the night creeps in… Even before the leaves start yellowing we know autumn is here….Life is beginning to pull inwards.” For the Celts, the ivy is considered the strongest of trees because it can choke and kill anything it grows on, even the great Oak. The Ivy can help us to meet that which blocks our path to freedom.

If you would like to find out more about our ecopsychology and practical therapeutic trainings with Ian please visit our website.

We look forward to meeting you under the trees at Mill Wood finding our freedom, love, innocence and renewal but perhaps not before we meet our loss and feelings felt too by our heart.

Marina Robb – Director, Circle of Life Rediscovery

ANON: Poem found in the Plough Inn, Myddfai, Dyfed, 1998

“Beechwood fires are bright and clear, If the logs are kept a year. Chestnut’s only good they say, If for long laid away. Make a fire of Elder tree, Death within your house shall be. But ash new or ash old, Is fit for a queen with a crown of gold.

Birch and fir logs burn to fast, Blaze up bright and do not last. It is by the Irish said, Hawthorn bakes the sweetest bread, Elm wood burns like churchyard mould, E’en the flames are cold. But ash green or ash brown, Is fit for a queen with a golden crown.

Poplar gives a bitter smoke, Fills your eyes and makes you choke, Applewood will scent your room, With an incense-like perfume. Oaken logs if dry and old, Keep away the winter’s cold. But ash new or ash old, Is fit for a queen with a crown of gold”.

Ian is a leading practitioner, innovator and teacher of environmental arts therapy, a practical ecopsychologist, Author of ‘Environmental Arts Therapy and the Tree of Life’.

Please see his website for more information.

Transforming education, health and family through nature.

www.circleofliferediscovery.com

Tel: 01273 814226

Email: info@circleofliferediscovery.com

Forest School Training Level 3 – why train to be a leader?

Forest School Training Level 3

A recent Facebook post asked if you can run a Forest School programme without completing the Forest School Training Level 3.

The short answer is, you don’t need qualifications to take people outdoors, nor to necessarily offer great learning and development practice. If you are a parent, you like all of us have a ‘duty of care’ to young people and when you work with other people’s children, you need to abide by Health and Safety law and insurance requirements.

Why does anyone study?

Hopefully to improve themselves, and learn how to be better at what they do. The more we know, the more we understand how many skills and attributes are actually needed to work with groups. How do we safely (yet wanting risk) support the whole development of children? How to we facilitate them towards a ‘good enough’ sense of self, and co-lead them on a journey to health and fulfilment?

“Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. Forest School is a specialised learning approach that sits within and compliments the wider context of outdoor and woodland education.”
(From www.forestschoolassociation.org)

Forest School Training Level 3 – a learning community

The Forest School training (I am an endorsed trainer from the UK Forest School Association – a charity) is very comprehensive. It provides a learning community in the outdoors, with embodied learning experiences – leading to a recognised and valued qualification.

Forest School is an approach not a copyrighted name. So there are people and organisations who are offering Forest School without training. The problem with this, as in all fields, is that you don’t have any way of knowing the quality or standards of practice.

This is not to say the quality of non-trained staff may not be great, just it’s more likely trained people will really provide the ethos, values, multiple skills, observations, have self-reflection, empathy, practical skills and instil a real love of the natural world. Not many people or other qualifications give this range of pedagogy and skills.

Insurance

Most insurers will insure what you say you do. If you use knives and fire (the physical, psychological, emotional developmental benefits are huge), then they would expect you to have some training in this, for relevant ages. Not all great Forest School sessions use fire or knives because the point is to develop a child’s self-worth, and whole development, not to be a great crafts person, though they may choose to develop those skills.

Quality Training

The best quality Forest School provision, is to get trained by people who take you into nature and model practice with all the benefits that direct contact with nature provides.

There are lots of great trainings around the world that teach people to effectively work with young people in the outdoors. I am not attached to one model, but appreciate how much thought has gone into the model, and there is not much missed out.

Like any training, it’s often the dynamic relationship with the trainers/the people/the place & season, the resources that make the ingredients of great experiences.

Values of Forest School

Forest School, like many long term nature connection education programmes under other names, have spawned in various countries in recent times, which share common values.

At the heart of Forest school is valuing every learner and the contribution they make to the learning community. This means working with learner’s needs, interests, motivations and preferred ways of learning, and alongside this recognising the intrinsic value of the non-human world.

Respect and humility are core values that all Forest School practitioners work with, which means giving ‘power’ over to our own learners for their own learning – through providing choice, tempered with compassion for the non-human. In a nutshell this is a holistic form of education creating a vibrant nature-based learning community.

What we are hoping to arise from these values is the building of resilience, creativity, self-worth, emotional literacy, connection to and caring for the non-human world, so our planet and society thrives. The important aspects that make Forest School special are the playful ‘equal’ ‘relationships’, and the deeply empathic connections that develop. But that is not all!

When children and young people feel that they are ‘enough’ are supported to have ‘agency’ and their experiments and mistakes valued, they turn out be creative, critical thinkers. Being able to play and master skills, lays the brain networks of learning and development that are life-long attributes and prevent mental ill health.

Principles of Forest School

There are a number of principles that have been explicitly expressed, see UK Forest School Association website, that are underpinned by the above values. These principles (in our words) are;

Developing a relationship between learners and the natural world that features mutuality and compassion.
Facilitating a long term programme of regular contact with the natural world that make deeper, caring nature connections.
Working in a learner-centred way whereby an ‘equal’ learning community is developed where there is a combination of autonomous and communal learning, featuring joint decision making regarding the learning. Forest School follows a constructivist approach whereby the learning, in and of, the real natural world and themselves emerges.
Risk taking in a safe context is encouraged, enabling learners to move into their learning zones where they can manage their own risks be they emotional, physical, cognitive or social risks.
Developing the whole person, supporting cognitive processes and fostering creative, resilient, physically healthy independent learners.
Practitioners who are qualified and continually reflect on, and develop, their own learning and Forest School facilitation.

Forest School is seen as a relatively new phenomena – the term being devised in 1993 by a group of nursery nurses at Bridgewater College who established their own ‘Forest School’ after visiting some early years settings in Denmark. Forest school is based on many years of tradition of outdoor learning and pedagogy.

Whilst a practitioner plans, considers last week’s evaluation, risk assesses all sessions in advance, the day brings it’s ever changing surprises! As practitioners we are responding to ourselves, others, nature and the resources available all the time to enable a holistic, healthy and ‘in the moment’ experience.

Many years of research have left us without any doubt as to why and how nature fosters healthy child development. The combination of allowing children to play, in the outdoors, enables the ideal context for young people to grow, learn and be happy.

“A child’s neurological systems naturally seek out the sensory input they need on their own – they determine how much, how fast, how high works for them at any given time. If they are spinning in circles it is because they need to; if they are jumping off a rock over and over, it is because they are craving that sensory input. They are trying to organise their senses through practice and repetition.”
Sue Waite (Natural Connections).

Forest School Training Level 3 with Circle of Life Rediscovery

Our Forest School Training Level 3, trains us following our natural operating biological, evolutionary and sensory system. This approach to learning and developments forms an essential part of a healthy life, that we hope will form part of every child’s school experience.

Our next course takes place in March 2019 in East Sussex and the dates are:
Part one: 4^th – 7th March
Part two: 29^th April – 1^st May
Part three: 20^th – 21^st May

Course Two
Part 1: 26th, 27th & 30th September and 1st, 2nd October 2019.
Part 2: 27th, 28th February and 2nd, 3rd March 2020.

Find out more about our Forest School Training Level 3, please visit our website.

2018 Feedback:

“I have learnt so much but at the same time it wasn’t hurried and there was time to enjoy the activities. Personally, I feel more relaxed after training outside.”

“I loved the games, songs, craft activities, learning theories, it was magical.”

“You have inspired me so much through your creativity, I felt like I was in a very nourishing environment, you were always there for the group and very supportive.”

“It has made me more aware of the environment and really opened my mind to new possibilities in getting children involved with nature. Plus I have found my own calm!”

“The training has been an incredible journey. The leaders were so knowledgeable but not at all intimidating.”

Look out this year for a new book on Forest School co-authored by Marina Robb and Jon Cree! To hear about this plus our other events, news and trainings, please sign up to our newsletter here.

Marina.

Marina Robb (Msc; MA; PGCE)
Director: Circle of Life Rediscovery CIC/Circle of Life Training
07966 514469
Email: info@circleofliferediscovery.com

Marina.Transforming education, health and family through nature.
Circle of Life Rediscovery provides exciting and highly beneficial nature-centred learning and therapeutic experiences for young people, adults, and families in Sussex woodlands, along with innovative continuing professional development for the health, well being and teaching professionals who are supporting them.

www.circleofliferediscovery.com

https://circleofliferediscovery.com/blog/

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The Importance and Benefits of Nature to our Lives

If you are ever in doubt about the importance of and the benefits of nature to our lives, download the latest ‘Living Planet Report 2018’.

The Children’s Fire

We need a system change that is underpinned by valuing nature. A simple thinking about leadership is called ‘The Children’s Fire’ by Mac Macartney, find out more here. It asks how we make decisions in the short and long term. In older societies, a fire was lit in the middle of a ‘council’ where decisions are being made – this fire is known as the ‘Children’s Fire’ and was there to remind the leaders of a principal law:

‘No law, no decision, no action, nothing of any kind will be permitted to go out of this ‘council of chiefs’ that will harm the children’.

The ‘children’ refers to the children of human and non-human alike. You couldn’t be a leader without signing up to this. We are living in times where we have forgotten the wisdom of our elders. We are pursuing ‘wealth and success’ wrongly believing this leads to happiness and satisfaction while damaging our ecosystem.

Time spent in nature can restore us and keep us well. There are so many benefits of nature.

A new year, indeed a new day, gives us an opportunity to reflect on what we care about and what we really value, even though we need help to change things.

What we need is to collaborate, share our feelings and thoughts to keep well. It is very helpful to understand that our lives are connected to other lives, that we are not really alone, and that who we are is reflected in the non-human world.

We can be the best we can be, when we feel worthy and respected.

“It is an invitation to a lifetime journey of deepening alignment with life. It sets us a challenge. It invites us to walk in beauty, participate generously, appreciate the inner journey as much as the outer, and it defines value in terms of what we give, not what we pretend to own.” (Mac Macartney)

Download the full ‘Living Planet Report’ here.

By Marina Robb

Circle of Life Rediscovery – Director.

March 2019
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