Exploring Human-Plature Connections in a Post-Digital World

About the author

I am a graduate of the Outdoor Education Programme and come from South India. My research focused on exploring how people connect with place and nature through the digital world. The idea behind this research was to understand the growing need to bring technology to the forefront in outdoor education, especially in an era where digital and analog worlds are intertwined. I will soon be working as a PYP Educator at a school in India. My interest lies in integrating a place-based approach within the education system. umaveembur@gmail.com

In today’s digital age, the interaction between technology and the outdoors has become a subject of increasing interest and scrutiny (Louv, 2013; Beames, 2017). As an advocate for place-based approaches in outdoor settings, I embarked on a research journey to delve deeper into the connections humans form with nature amidst the prevalence of technology.

Uncovering Connections Through Research

During my master’s studies, I observed a prevailing uncertainty surrounding the integration of technology and outdoor experiences (Nicol, 2015; Humberstone & Prince, 2019). Driven by my passion for understanding human-place and nature connections, I sought to explore the impact of technology on these relationships.

Inspired by my affinity for place, nature, and community-based approaches, I turned to YouTube vlogs documenting a seven-day trek in the Himalayas, a journey I had previously undertaken. Utilising the Affective Nature Connection Matrix (ANCM) (Hayward et al., 2023), I set out to analyse the connections formed by the vloggers with the natural environment.

Insights Gained and Perspectives Shifted

Through my research, I gained invaluable insights into the multifaceted nature of human-nature connections (Salmon, 2000; Beery & Wolf-Watz, 2014; Mcphie & Clarke, 2018) and the role of technology in shaping these interactions (Van Kraalingen et al., 2022). This led me to coin the term ‘plature,’ encapsulating the dynamic interplay between place and nature during human interactions.

I discovered the flexibility and creativity inherent in research methodologies, realising that there is no one-size-fits-all approach to tackling complex questions. By embracing curiosity and intuition, I navigated through challenges and uncertainties, ultimately uncovering new perspectives on the post-digital landscape.

where these more-than-human and technological relations intertwine, new ways of reading the landscape or responding to the landscape can occur (Jukes & Lynch).

Embracing Change and Moving Forward

The findings of my research have had a profound impact on my personal approach to technology and outdoor experiences. No longer do I view technology as solely detrimental to the outdoor experience; rather, I recognize its potential to enhance and augment our connections with nature.

This shift in perspective has extended beyond research, permeating into various aspects of my life. I have developed a heightened ability to analyse situations from multiple angles, fostering a deeper understanding of the complexities inherent in human-nature relationships.

Conclusion: A Journey of Discovery

My research journey has illuminated the intricate dynamics of human-nature connections in the post-digital era. By embracing curiosity, creativity, and unconventional methodologies, I have gained invaluable insights that continue to inform my personal and professional endeavours.

As we navigate the complexities of modern life, may we remain open to new perspectives and approaches, fostering deeper connections with nature and each other in an ever-evolving world.

References

Louv, R. (2013). Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. Atlantic Books Ltd.

Beames, S. (2017). Innovation and outdoor education. Journal of Outdoor and Environmental Education, 20(1), 2–6. https://doi.org/10.1007/bf03400997

Hayward, D., Smith, H., & Moltow, D. (2023). Pre-service teachers’ experiences of affective nature connection through intentional pedagogies on an extended expedition. Journal of Outdoor and Environmental Education, 26(2), 247–267. https://doi.org/10.1007/s42322-023-00127-3

Salmon, E. T. (2000). KINCENTRIC ECOLOGY: INDIGENOUS PERCEPTIONS OF THE HUMAN–NATURE RELATIONSHIP. Ecological Applications, 10(5), 1327–1332. https://doi.org/10.1890/1051-0761(2000)010

Beery, T., & Wolf-Watz, D. (2014). Nature to place: Rethinking the environmental connectedness perspective. Journal of Environmental Psychology, 40, 198–205. https://doi.org/10.1016/j.jenvp.2014.06.006

Mcphie, J., & Clarke, D. a. G. (2018). Nature matters: diffracting a keystone concept of environmental education research – just for kicks. Environmental Education Research, 26(9–10), 1509–1526. https://doi.org/10.1080/13504622.2018.1531387

Van Kraalingen, I., Hills, D., Reed, J., Beames, S., & Munge, B. (2022). Digital technology and networked spaces in outdoor education: reflections upon presenting at an international webinar. Journal of Adventure Education and Outdoor Learning, 1–14. https://doi.org/10.1080/14729679.2022.2127112

Nicol, R. (2015). Canoeing around the Cairngorms : a circumnavigation of my home. Aberdeenshire, UK : Lumphanan Press. https://discovered.ed.ac.uk/discovery/fulldisplay?docid=alma9923929946002466&context=L&vid=44UOE_INST:44UOE_VU2&lang=en&search_scope=UoE&adaptor=Local%20Search%20Engine&tab=Everything&query=any,contains,robbie%20nicol%20cairngorms&offset=0

Humberstone, B., & Prince, H. (2019). Research methods in outdoor studies. Routledge.