The link below is to an article that looks at discovering new flowering plant species while bushwalking in Australia.
The link below is to an article that takes a look at hiking apps.
Seeking to bend the coronavirus curve, governors and mayors have told millions of Americans to stay home. If you’re pondering what to read, it’s easy to find lists featuring books about disease outbreaks, solitude and living a simpler life. But it’s much harder to find a book that combines these themes.
As the author of three books about essayist, poet and philosopher Henry David Thoreau, I highly recommend “Walden,” Thoreau’s 1854 account of his time living “alone” in the woods outside Concord, Massachusetts. I qualify “alone” because Thoreau had more company at Walden than in town, and hoed a bean field daily as social theater in full view of passersby on the road.
Published in over 1,000 editions and translated into scores of languages, “Walden” is the scriptural fountainhead of the modern environmental movement, a philosophical treatise on self-reliance and a salient volume of the American literary canon. In his introduction to the Princeton edition, John Updike claims that Thoreau’s masterpiece “contributed most to America’s present sense of itself” during the cultural renaissance of the mid-19th century, yet “risks being as revered and unread as the Bible.”
Another reason to read or reread “Walden” during trying times is that it gushes with sorely needed optimism and is laced with wit. And Thoreau befriends you by writing in the first person.
As governments mandate social distancing to protect public health, many readers may be coming to grips with solitude. Thoreau devotes a chapter to it, extolling the virtue of getting to know yourself really well.
“Why should I feel lonely?” he asks, “is not our planet in the Milky Way?” Elsewhere he clarifies the difference between what we need and what we think we need, writing, “My greatest skill has been to want but little.”
“Walden” doesn’t have to be read straight through like a novel. For readers who have previously given up on it, I suggest rebooting in the middle with “The Ponds,” which opens thus: “Sometimes, having had a surfeit of human society and gossip, and worn out all my village friends, I rambled still farther westward than I habitually dwell…” Thoreau then retreats away from the mindless distractions of community life toward an immersion into Nature, with water at its spiritual center.
Next, flip back to the earlier chapter “Where I Lived and What I Lived For.” Here Thoreau invites readers on a downward journey, from the fleeting shallows of their social lives to the solid depths of their individual lives:
“Let us settle ourselves, and work and wedge our feet downward through the mud and slush of opinion, and prejudice, and tradition, and delusion, and appearance, that alluvion which covers the globe, through Paris and London, through New York and Boston and Concord, through Church and State, through poetry and philosophy and religion, till we come to a hard bottom and rocks in place, which we can call reality…”
Our brains build that reality – yours, mine, everyone’s – by integrating external sensory signals with internal memories. Thoreau’s point – which is supported by 21st-century cognitive and neuroscience research – is that the real you precedes the social you. Your world is built from the inside of your skull outward, not vice versa.
Thoreau’s retreat to Walden Pond is often mistaken for a hermit’s flight deep into the woods. Actually, Thoreau put some distance between himself and his home and village so that he could understand himself and society better. When not in town, he swapped human companionship for the “beneficent society” of Nature for long enough to make “the fancied advantages of human neighborhood insignificant.”
Today mandatory social distancing is wrecking the global economy, based on traditional metrics like gross domestic product and stock prices. Viewed through “Walden,” this wreckage may look like a long-overdue correction for an unsustainable system.
Thoreau feared that the economy he saw was headed in the wrong direction. His opening chapter, “Economy,” is an extended rant against what he viewed as a capitalistic, urbanizing, consumption-driven, fashion-conscious 19th-century New England.
Of his neighbors, Thoreau wrote, “By a seeming fate, commonly called necessity, they are employed, as it says in an old book” – meaning the Christian Bible – “laying up treasures which moth and rust will corrupt and thieves break through and steal. It is a fool’s life, as they will find when they get to the end of it, if not before.”
In contrast, his recipe for a good economy is one of “Walden”‘s most famous quotes: “Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a thousand.”
That was easier said than done, even for Thoreau. When he conceived “Walden,” he was an unemployed, landless idealist. By the time it was published, he lived in a big house that was heated with Appalachian coal, earning income by manufacturing pulverized graphite and surveying for land developers.
Since then, the world’s population has more than quintupled and developed nations have built a global economy approaching US$100 trillion per year. Human impacts on the planet have become so powerful that scientists have coined the term Anthropocene to describe our current epoch.
Some Americans have tried at least halfheartedly to follow “Walden”’s idealistic advice by living deliberately, being more self-reliant and shrinking their planetary footprints. Personally, although I’ve downsized my house, walk to work, fly only for funerals and cook virtually every meal from scratch, in my heart I know I’ve also contributed to the world’s swelling population, burn fracked natural gas and am hopelessly embedded in a consumer economy.
Nevertheless, after several weeks of social distancing, I’m rediscovering the value of two of Thoreau’s key points: Solitude is helping me recalibrate what matters most, and the current economic slowdown offers short-term gains and a long-term message for the planet.
These benefits don’t compensate for the incalculable personal losses and grief that COVID-19 is inflicting worldwide. But they are consolation prizes until things stabilize in the new normal. On my daily solitary walk in the woods, I am mindful of Thoreau’s words: “Next to us is not the workman whom we have hired, with whom we love so well to talk, but the workman whose work we are.”
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The link below is to an article that takes a look at the AllTrails app, for use when bushwalking/hiking, running, mountain bike riding, etc.
Physical education is one of the most popular subjects for children in their early school years. Yet by secondary school less favourable attitudes towards what’s known in the Australian school curriculum as Health and Physical Education (HPE) can start to creep in.
By adulthood, the mention of HPE brings on both pleasant (for those who enjoyed HPE at school or completed HPE activities well) and unpleasant memories (those who suffered embarrassment, bullying or injuries).
These attitudes towards HPE are important as early life experiences can be linked to our health later on. Adults with positive memories of HPE are more likely to be physically active throughout their lives.
That’s why we need to get students hooked on a range of activities they don’t give up on and can enjoy doing for many years after they leave school.
One of the major focuses of any HPE program in schools is to develop movement skills and physical activity in young people. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) says physical activity is vital to improve mental, social and physical health, as well as preventing diseases such as obesity, cancer, diabetes and heart disease.
Lifestyle diseases are likely to be an increasing problem in Australia due to the projected increase in the percentage of the population aged 65 years and over.
For this reason, a high-quality HPE program early on at school that provides opportunities for students to experience a range of activities they can engage in later in life is important.
This can prepare students for the skills needed for lifelong engagement in physical activity and to lead active and healthy lives.
The activities with the highest participation by Australians of different age groups are shown in the table below. These findings show some obvious differences between age groups.
School-aged students participate in more team-based activities. Often these involve physical contact and/or require speed and agility. Participation rates in these activities decrease substantially after the age of 35.
Australians aged 65 and over mainly participate in less intense aerobic activities. Seven of the top 10 (walking, golf, cycling, bowls, yoga, bush walking and pilates) activities for the 65-plus age group do not even make the top 10 for school-aged Australians.
Giving students increased access to these activities might assist schools in meeting UNESCO’s challenge to help young people develop lifelong participation in physical activity.
Some school HPE and outdoor education programs are likely to include a few of these activities listed for the adult age groups.
But the crowded curriculum and specific HPE time allocations can be a problem. Teachers often don’t have time to cover these activities in enough detail to really hook students in. That means students don’t get to the point where they want to make these activities a permanent part of their movement tool kit.
Busy schools should consider integrating aerobic activities into other subject areas. For example, an excursion to a local park or reserve for bushwalking or orienteering could be linked with geography and science. It could also help inspire writing tasks in English or measurement tasks in maths.
Teachers could be encouraged to use class breaks for short yoga sessions. Yoga and pilates could be offered at lunchtime, either with a teacher, posters and signs, or via an app projected on a screen.
Doing a web search for your location and activities (for example, “golf/bowls/bushwalking clubs near me”) will help schools find nearby clubs to connect students with. Schools could invite club staff or volunteers to come to talk to the students and run practical sessions.
Being aware of local recreational clubs and organisations and the opportunities they provide (such as barefoot bowls nights), as well as websites where they can get more information (bushwalking trails), will make it easier for students to engage with these activities.
So we need to make sure students are provided with enough choice in activities.
Improved choice for students within HPE programs allows them to discover activities that provide appropriate levels of challenge for them to be able to overcome and achieve for overall enjoyment.
Evidence suggests that providing such a mastery climate in school HPE and junior sport can help students feel high levels of competence in their physical abilities. This then assists with students’ individual motivations to be physically active.
Vaughan Cruickshank, Program Director – Health and Physical Education, Maths/Science, Faculty of Education, University of Tasmania; Brendon Hyndman, Senior Lecturer & Course Director of Postgraduate Studies in Education, Charles Sturt University, and Shane Pill, Associate Professor in Physical Education and Sport, Flinders University