Abstract
Authors explored how nature shapes learning experiences and personal development among university students participating in a 3-week study abroad program in Norway. Using photovoice methodology, this qualitative study engaged nine students, ranging from 21 to 28 years of age, with backgrounds in education and psychology in participatory action research through the use of photographs and reflections before, during, and after their immersive experiences focused on outdoor education, therapy, and place-based concepts. A thematic analysis yielded four broad themes: a deepening relationship with nature, nature as a path to self-discovery, reclaiming connection in a disconnected world, and nature as a teacher and healer. Findings illustrated the beginning of a transformational process from students as passive observers to embodied engagement with the natural environment; their language evolved from descriptive commentary to personal storytelling, reflecting deeper ecological consciousness that aligns with principles of deep ecology. Photovoice methodology appeared to facilitate critical self-reflection, metaphorical thinking, and collaborative learning while supporting interpersonal and intrapersonal growth. As research and programming continue to seek how structured nature-immersive experiences can foster ecological consciousness, we suggest practical applications for integrating experiential outdoor education into study abroad curricula to encourage environmental stewardship and personal transformation.
Where the Rocks Grow: A Photovoice Exploration of Student Study Abroad Experiences Through Deep Ecology
We stood on the island, surrounded by the rushing mountain river listening to the waterfall, said to once be home to the fiddler who played for the horses made of water galloping down the stream. The breeze was cool, and the sky felt just on the edge of rain. Our shoes and socks were abandoned and left with our packs as we stood feeling the earth breathe beneath our toes. Thick moss cushioned our soles (and our souls). And our attention was drawn to the huge boulders that appeared as though at any moment they may emerge as the heads of trolls from the Nordic tales. Our guide responded to our queries of how the rocks have come to be as he described the unique way the earth in this place moves and shifts seeming to grow the rocks straight from the ground. Norway. Where the rocks grow.
—Author
To the roots of deep ecology
Nature represents the environment in which life’s natural processes are ever present, from birth, death, to reproduction, and the interconnectedness between species (Maller et al., 2006). In the 1970s, deep ecology emerged as a revolutionary philosophical movement as a response to anthropocentric worldviews in order to propose radical change to humanity’s relationship with nature. Arne Næss (1973) challenged Western ecological approaches that merely addressed changes for human benefit to exploring the value and rights of nonhuman nature. This distinction became foundational to environmental philosophy and activism that continue to influence contemporary environmental thought, psychology, and practice. The belief that humans and nonhuman entities share fundamental ontological equality directly challenges the hierarchical thinking that humans are positioned as superior to nature (Næss, 1986, 2011). From this stance, deep ecology is rooted in the intrinsic value of all living beings, the importance of biodiversity, the right of all species to flourish, the need for decrease in consumption, and the necessity of policy changes to achieve ecological goals (Næss, 1987, 2011; Sessions, 1987). Central to his thesis is self-realization, which posits that only authentic self-realization can occur through recognition and realization of the larger ecological Self that encompasses the entire biosphere; a departure from philosophies that emphasized individual autonomy and separation from nature (Næss, 1986).
To develop this realization, Næss (1986, 1987, 2011) posited that individuals must engage in deep questioning and beautiful actions. This intentional practice highlights that through self-examination and systematic exploration of fundamental assumptions regarding human–nature relationships, individuals can move toward environmentally responsible behaviors motivated by a renewed ecological identity and responsibility as opposed to a moral obligation or external compulsion (Næss and Haukeland, 2008). Næss emphasized that an experiential approach was essential for personal transformation and genuine ecological understanding; this immersive practice distinguishes itself from purely intellectual or policy-oriented approaches to environmental issues. Thus, deep ecology underscores that the preservation of nature is not simply an environmental issue but a fundamental requirement for the holistic development of both human and nonhuman potential, connecting ecological health with psychological and spiritual well-being (Næss and Haukeland, 2008).
Recent scholarship extends this foundation of deep ecology by conceptualizing outdoor experiences through frameworks of EcoWellness and nature-connectedness that help explain how outdoor experiences influence learning practice and personal development (Reese and Gosling, 2020; Richardson, 2025). Reese (2018, p. 290) defined EcoWellness as “a sense of appreciation, respect for, and awe of nature resulting in greater feelings of connectedness and holistic wellness” as a construct to capture the facets of human–nature relationships into seven facets: sensory access, connection, preservation, spirituality, and community connectedness (see Reese, 2018; Reese and Gosling, 2020; Reese et al., 2022). This framework has also been linked to adventure education and therapeutic programming, which position nature as a co-facilitator of change rather than a neutral backdrop, further recognizing nature as an active participant in the change process (Brown et al., 2023). Similarly, research on nature-connectedness emphasizes that active sensory engagement and shifts in one’s orientation toward the natural environment are drivers of durable human–nature bonds (Richardson, 2025). Therefore, outdoor program facilitators and educators that deliberately cultivate multi-sensory approaches for noticing and reflecting may better foster lasting growth in both personal well-being and pedagogical practices. Integrating these frameworks supports a deeper interpretation of study abroad outcomes.
Outdoor education and friluftsliv
Outdoor education programs are structured in diverse ways and with varying areas of emphasis. While the Anglo American and British traditions have prioritized personal growth through outdoor activities, outdoor leadership programs in Norway, particularly in higher education, have been designed to develop teaching competence in outdoor settings (Horgen, 2015). At the same time, friluftsliv (literally translated as “free-air life”) in Norwegian higher education has roots in the deep ecology movement, originally intended to promote nature-friendly practices that require minimal resources (Tordsson, 2010). Ideally, drawing from the deep ecology tradition, friluftsliv embodies a cultural practice of simple, respectful outdoor recreation and serves as a model for sustainable human–nature relationships, emphasizing direct engagement with nature rather than its domination or conquest (Breivik, 2021; Lund, 2022). However, this ideal is often far removed from contemporary reality, a phenomenon encapsulated by the “friluftsliv paradox.” This paradox describes how modern outdoor life practices increasingly involve overconsumption and long-distance travel, contributing to environmental strain (Aall, 2016; Haukeland, 2019). Moreover, although most inhabitants in Norway have relatively easy access to nature, cultural barriers and lack of competence or equipment may imply that possibilities and preferences for nature connection vary. During a study abroad trip to Norway, students encountered these contradictions, which shape contemporary human–nature relationships. As will be discussed, guiding students to explore these nuances can foster deeper, more meaningful learning experiences by illustrating what is at risk in today’s society. Lund (2022) posited from their study that outdoor education programs position themselves to facilitate the explicit relationships that exist between nature and culture. Friluftsliv may provide opportunities for experiential knowledge of the natural systems, cultivate humility and respect for nonhuman beings, develop physical and psychological resilience, and offer opportunities for the solitude and reflection necessary for deep questioning. During the study trip, we deliberately sought to facilitate shifts between moments of individual contemplation and shared reflection. This approach aimed to help students move from dichotomous thinking toward continuum-based perspectives while also providing them with (new) language and conceptual frameworks to articulate and make sense of their experiences.
Study abroad
Higher education places an emphasis on global engagement, prompting universities to integrate study abroad programs into their curricula. These programs aim to foster educational experiences that enhance students’ international awareness, cross-cultural communication, and overall intercultural competencies (Lee et al., 2012; Stebleton et al., 2013). Beyond cultural exposure, Take and Shoraku (2017) posited that study abroad initiatives focus on developing essential professional skills such as communication, adaptability, and problem-solving. Furthermore, Zhang and Gibson (2021) highlighted the unique impacts of study abroad on students’ attitudes and behaviors, particularly in relation to sustainability, which may not be achievable in traditional classroom settings.
A growing body of research supports the positive academic outcomes associated with study abroad participation. Bhatt et al. (2022) found significant correlations between study abroad experiences and degree completion rates, notably without extending students’ time to graduation. This finding is particularly relevant in the post-pandemic educational landscape, where student retention and success face new challenges. The ability of study abroad programs to foster resilience and problem-solving skills aligns with the experiential learning principles of outdoor adventure education, further enhancing students’ academic engagement and motivation.
While study abroad programs have traditionally catered to a broad student demographic, research has identified critical gaps in access and inclusivity. Marijuan and Sanz (2018) emphasized the necessity for greater consideration of minority students and heritage language learners, contending that adapting programs to better meet the needs of diverse students is essential in an increasingly globalized economy. These findings suggest the need for more inclusive programming that integrates outdoor and adventure-based education to create accessible and engaging learning experiences. Nordmeyer et al. (2016) explored gender equality in study abroad, specifically assessing U.S. students in Scandinavian countries. Their findings illustrated how structured course content and local engagement can shape students’ understanding of social issues. Similarly, Ling et al. (2021) investigated the relationship between educational travel and sustainability literacy, demonstrating that experiential learning in natural settings enhances students’ environmental awareness and support for sustainability initiatives. This underscores the potential for integrating outdoor adventure education into study abroad programs to cultivate environmental stewardship.
The structure and design of study abroad programs are crucial in maximizing their benefits. Forsey et al. (2011) stressed the importance of structured reflection opportunities, which help students process and integrate their experiences. Meanwhile, Iskhakova and Bradly (2021) highlighted the growing significance of short-term study abroad programs, analyzing 156 studies to propose new conceptual frameworks for understanding their impact. These insights are particularly relevant for outdoor adventure education, where structured reflection can deepen students’ connection to place-based learning environments.
Duerden et al. (2018) noted that shared outdoor experiences during study abroad can strengthen social bonds, enhance group dynamics, and foster a supportive learning environment. Ruth et al. (2018) further provided evidence that integrating research experiences into study abroad enhances students’ worldviews, personal growth, and professional networks. These findings suggest that incorporating research-based experiential learning into outdoor-focused study abroad programs can enrich students’ academic and career trajectories.
Outdoor education
Outdoor education provides unique opportunities for students to connect with nature and develop essential life skills. Grimwood et al. (2017) emphasized the importance of outdoor education in cultivating a connection to nature, which is crucial for fostering environmental stewardship. Their research highlights the need for consistent reflection on the diverse practices within outdoor education, suggesting that study abroad programs that incorporate outdoor adventure can enhance students’ understanding of their relationship with the environment. To do this, Grimwood et al. (2017) suggested that facilitators need to create a space for nature connection by striving to establish and uphold a culture of learning that mirrors the philosophies and values of a broader educational community fueled by questioning and curiosity. Additionally, facilitators promote engaging the space, which is facilitated through strategies or activities that build on curiosity to then explore participant interests that prompt engagement with the environment. Lastly, facilitators support broadening the space by taking what is experienced and learned in the immediate context and transferring it into their wider community and social contexts by encouraging autonomy and freedom (Grimwood et al., 2017). These findings resonate with that of Richardson (2025) in prompting opportunities for sensory engagement with the natural environment and promoting dispositional shifts in attitudes toward nature. Lee et al. (2012) support the cognitive benefits of cultural experiences gained through study abroad, noting that such experiences promote creative thinking and problem-solving skills. These cognitive gains are particularly relevant in outdoor adventure education, where students often face challenges that require innovative solutions. By integrating outdoor activities into study abroad programs, educators can enhance students’ critical thinking abilities while simultaneously fostering a sense of adventure and exploration. This connection is particularly relevant in the context of place-based education, where students learn through direct interaction with their surroundings.
Place-based
Place-based education emphasizes the importance of local context and community engagement in the learning process. Take and Shoraku (2017) discussed how universities are increasingly recognizing the value of study abroad programs that extend beyond traditional language and cultural experiences to include the development of communication skills and attitudes essential for global citizenship. This perspective aligns with the principles of place-based education, which advocate for learning that is rooted in the local environment and community. By engaging students in their host communities, study abroad programs can foster a deeper understanding of local cultures and environmental issues, enhancing their overall educational experience.
Catling et al. (2010) highlight formative experiences that instill a love for the natural environment, emphasizing the role of outdoor experiences in shaping educators’ perspectives. Their findings suggest that study abroad programs that prioritize outdoor education can significantly impact students’ environmental attitudes and behaviors. This aligns with the goals of place-based education, which seeks to cultivate a sense of responsibility toward the environment and local communities. The intersection of outdoor adventure education and place-based education is also evident in the work of Payne et al. (2019), who explore the perspectives of students participating in short-term study abroad programs. Their findings indicate that students value the experiential learning opportunities provided by outdoor activities, which enhance their cultural competence and understanding of global issues. This calls for a need to do place-work wherever we are to avoid just passing through nature (Wattchow and Brown, 2011), suggesting that integrating outdoor adventure into study abroad programs can lead to more meaningful and impactful educational experiences. Through this lens, the study abroad becomes an experience that can be brought back home and help the student see the value of their own backyard. During this study trip abroad, the students were provided with the possibility to immerse themselves in various practices in nature, with the aim of catalyzing curiosity and deeper understanding of nature-connectedness. However, these experiences do not occur in a vacuum. Typically, the outdoor leader cooperates with nature to facilitate learning and development (Trangsrud et al., 2025).
Aims and purpose
While nature-based learning exists globally, Scandinavian culture offers distinct and immersive elements that are not easily replicated in local Western contexts. Based upon the reviewed literature above, study abroad research would benefit from exploring influential elements of program design and pedagogy on the impact of personal and professional development. Thus, the aim of this program and study was to engage students in participatory-action research to understand their lived experiences of how nature contributes to their learning experiences and shapes their future personal and professional identity. Anderson and Lawton (2011) advocate for improved evaluation methods for study abroad programs. In this study, we highlight the use of photovoice methodology as a qualitative tool to assess student and program development.
Research questions
How can a 3-week study abroad program to Norway influence student perceptions of nature? How does photovoice as a method support student growth and understanding throughout a 3-week study abroad program to Norway?
Methodology
Photovoice
The use of photovoice methodology is an emerging qualitative research method that empowers students, facilitates critical reflection and dialogue, and promotes social and policy change. As a community-based participatory-action research, this methodology involves students with emphasis on their expertise in their lived experience. In the context of environmental education, photovoice appears to foster connection with nature, promote environmental stewardship, and combine learning with ecological awareness/consciousness while serving as an evaluation tool. Beyond raising this awareness, photovoice students often engage in direct advocacy or application using their newfound awareness and imagery to drive initiatives and facilitate change (Latz, 2017; Reese and Swank, 2022; Trepal and Cannon, 2018). Latz (2017) provides an eight-step approach: (1) identification, (2) invitation, (3) education, (4) documentation, (5) narration, (6) ideation, (7) presentation, and (8) confirmation. While the growth of study abroad research gains momentum, study abroad research using the photovoice method is limited.
Participants
A total of nine students attended the study abroad program. Students ranged from concentrations in education and psychology. Three of the students were graduate level—ages 25, 27, and 28—and the remaining six were at various undergraduate levels, all 21 years of age. All students identified as female. Students identified having limited-to-no international or abroad experience, with some indicating their only experience had been vacation with family. Students elected to participate in the study abroad program through university recruitment, which resulted in registering for the program and associated coursework. Upon institutional review board approval, participants were informed by the course instructors of the program and research purpose, along with the procedures described in the photovoice and diamond ranking process. Students were provided informed consent documents and could elect which information was to remain confidential (e.g., photos and journal entries).
Study abroad program
Student participants from a large mid-South University in the United States attended a 3-week study abroad program to Norway with an educational focus on outdoor science education and outdoor therapy. Students were provided with course educational materials and study documents (i.e., surveys, questionnaires, readings) prior to the initial week. During week 1, they engaged in programs facilitated by faculty of the partner University in South-Eastern Norway with a focus on ecophilosophy, bushcraft, and friluftsliv. In week 2, students engaged in various outdoor activities (i.e., gig row boat, sea kayaking, canoeing, Stand-Up Paddleboarding, tree canopy tour) at an adventure camp facilitated by adventure guides. Throughout the final week, week 3, students were provided time to explore a major city with a focus on the influence of history, culture, and the integration of nature into the urban setting.
Procedures
Students were introduced to the photovoice process through a guided orientation session by one of the program instructors as outlined (Latz, 2017; Trepal and Cannon, 2018). Each student was prompted according to the research purpose to select and submit three photos 2 weeks prior to departure and upon conclusion of the 3-week study abroad. Students then chose an individual photo they took to reflect upon using the SHOWeD method (Latz, 2017; Trepal and Cannon, 2018). The SHOWeD method is a mnemonic device that stands for: (a) What do you
After reflections and photos were submitted, students engaged in a peer-led focus group to observe and discuss the collection of submitted photos to contextualize the photos taken (Trepal and Cannon, 2018).
Students were then invited to develop themes and diamond rankings of the photos according to their developed themes through group discussion. Diamond rankings offer a form of narration to collectively organize, assess, and rank the photos according to their perceived themes and factors critical to their learning (Niemi et al., 2015). Diamond ranking is an effective method for extracting insights, facilitating discussions, assisting students’ understanding of the topic, and visualizing their values and priorities (CoReD, n.d.). The diamond ranking exercise was conducted in small groups, where students collaboratively arranged their photos into a diamond-shaped hierarchy according to perceived significance. The initial group was facilitated by the course instructor and an author of the article, taking place during the initial week of the program. Instructors clarified the process but refrained from influencing the content or prioritization of student selections. This ensured that the themes represented the perspectives of the participants themselves. The second group discussion was peer-led without instructors present, taking place in the final 48 h of the program. Each group discussion was audio recorded and was approximately 90 min in length. Figures 1 and 2 illustrate participants’ constructed diamond rankings according to self-identified themes.
Pre-trip diamond rankings.
End-trip diamond rankings.
Thematic analysis
Students provided written reflections alongside their photographs, and group discussions during the diamond ranking sessions were audio recorded and transcribed. These reflections and transcripts served as the primary data sources. In concert with the students, themes are established and then converted into findings with practical implications. Therefore, the purpose of this step is to highlight student themes and explore through the process of qualitative inquiry any additional themes not explicitly uncovered by the students. Trepal and Cannon (2018) described the analysis of data as a continuation of the students’ contextualization. To contextualize the student-identified themes, we unitized written reflections and transcriptions of focus group discussions of diamond ranking by highlighting meaningful words or phrases (see Appendix A). Using an inductive coding technique, two members of the research team independently coded the data; each data unit was then attributed to one or more initial themes. Multiple coding rounds were used to narrow and clarify the themes resulting in agreement among initial themes and data units. A collaborative discussion was held between the research team to resolve disagreements and an audit trail using Excel was maintained to document analytic decisions. We then used these themes and the participant-constructed diamond ranking themes to identify four finalized, broader themes. Table 1 displays the inductive process with example data units and links to the participant-constructed photovoice diamond ranking themes.
Development and Identification of Themes
Objectivity
Reflexivity was a central component of the analytic process due to the authors also serving as the course instructor. To minimize bias, student reflections were anonymized prior to coding, and as indicated as part of the photovoice procedure, student-identified themes were retained. Credibility was supported through triangulation of data sources (i.e., photographs, written reflections, and group transcripts) and student interaction within the diamond ranking activity. Dependability was addressed by maintaining an audit trail of coding and theme development using an Excel spreadsheet. Transferability remains limited due to the small, homogenous sample, though the study provides rich, contextualized insight into student experiences for this experience and setting. Data are available in Appendices A and B.
Findings
Four themes emerged from the qualitative analysis of participant pre-trip and post-trip individual reflections, focus group discussions, and diamond rankings: (1) a deepening relationship with nature, (2) nature as a path to self-discovery, (3) (Re)claiming connection in a disconnected world, and (4) nature-inspired learning and healing. Here we describe each broader theme and how they are illustrated within the data and across the diamond rankings (see Figs. 1 and 2).
A deepening relationship with nature
This theme is characterized by participants’ perceptions of the human–nature relationship, including respect for nature, mindful engagement, and connection to the more-than-human dimensions. Initially, many participants perceived nature as a passive backdrop; they described natural spaces as nostalgic, symbolic, or visually beautiful. These initial statements were assessed as being more situational and observational. However, by the end of the trip, their statements reflected a shift toward perceiving nature as an active, intimate presence in their lives. Participants described their experiences as reciprocal and embodied with the natural world.
This photo shows that this opportunity to push and thrive through hard times may be in the way that you see and process things. Being able to look at this photo and see the inviting and encouraging side of nature is not something that everyone can see.
— Pre-trip; SHOWeD reflection
Humans have a desire to have a connection with nature, even in places where wouldn’t think of it. It also shows how even though we have this desire, we want to manufacture it instead of go to it.
— Pre-trip; SHOWeD reflection
Different people can see it from different perspectives/it makes them feel something different. For me it’s calming but for others it could look dark, and make them think of an unknown place/remind them of being lost.
— Pre-trip; SHOWeD reflection
It reminds me of being enchanted by the world around us, and sharing that excitement.
— Pre-trip; SHOWeD reflection
This symbolic appreciation evolved through sensory immersion and embodied interactions. Participants began to describe their nature experiences beyond the visual, objective (what they saw), but inclusive of what they felt, smelled, and sensed, capturing their relationship with nature moving from distant admiration to a sense of co-presence.
Go outside more! Take a breather from the stressful parts of life! Appreciate the beauty in nature! Be one with nature! Be considerate while doing so! Simply think, ‘what would [author] do?’ and do it!
— End-trip; SHOWeD reflection
Educating others about respecting nature and giving animals their space. It can also encourage people to look for a while before/instead of immediately snapping a picture.
— End-trip; SHOWeD reflection
We really got to explore nature at our own pace and follow what caught our attention. In a deeper sense, this specific area exists because of how humans here have respected the space. There was no trash or waste. Nothing disturbed this space other than the people enjoying it responsibly. Everyone that came through here seemed to move with respect for nature.
— End-trip; SHOWeD reflection
My photos before had memories, but these had much deeper connections and what I was doing that moment, these have something more to the memories.
— End-trip; Diamond ranking
And it’s nice that we all have, like, stories that went with these photos that everybody remembered. It wasn’t just like, oh, this is in my backyard, this is what I do, like everybody had something to say about a story from that spot.
— End-trip; Diamond ranking
Like they’re still part of the ecosystem. You know, every single organism has an importance, yea. It’s all part of the food web. Like as a white person in America, I’m invasive, but like I’m still part of the ecosystem, you know? Right.
— End-trip; Diamond ranking
This suggests that through immersive process, students expressed a sense of losing oneself in nature in a way that dissolves their boundaries between self and environment. Therefore, this deepening sense of relationship with nature highlights a progression from appreciation for to an integration and intimacy with, where nature becomes a co-participant in one’s inner and outer world. A deepening relationship with nature captures the transformative process of participants perceiving themselves as passive observers to participants in a shared ecological dialogue.
Nature as a path to self-discovery
This theme is characterized by participants’ statements that reflect affective and personal insights, risk taking, reflection, experiencing emotional shifts, and connection through craft, risk, and growth. Participants described personal transformation, such as emotional and psychological growth, through kinesthetic activity and challenge in the natural environment.
This made me be able to relate to when things are looking rough in life, and you are down, to look around at where you are and to find the little things that are important to you and continue pushing forward.
— Pre-trip; SHOWeD reflection
She chose to be curious and adventurous, looking along the ground to find something interesting.
— Pre-trip; SHOWeD reflection
Students captured how their physical movement through the natural environment paralleled their own internal journeys, developing insight, growth, and self-recognition. They began to perceive trails, waterfalls, cliffs, and vistas as literal and metaphorical paths for assessing their personal limitations, identity characteristics, and self-efficacy. In many instances, students described having to move from a place of comfort to engage in activities they would normally not do as they described the necessity to overcome discomfort in order to facilitate pride and transformation. One student shared after the experience of a guided hike that led to a moment of pause and tears, “[It’s] the most fun I’ll never do again, but I’m proud I climbed that waterfall.”
This can relate to us because in certain areas in your life or society around you, certain things that you do or look like will not always fit but if you stay true to yourself you will find a place that admires you for you.
— End-trip; SHOWeD reflection
I feel like brings out strength and confidence of who you are and why being yourself is important.
— End-trip; SHOWeD reflection
Like during the hike it was 100% stress, after the hike it was probably like 10% stress. It was like the most fun you’ll never do again, like I would never do it, but I’m proud of myself for it.
— End-trip; Diamond ranking
Is that [author] in that photo, our savior!? He’s leading us to this incredible adventure that we don’t even know about yet, we’re not even there yet … you can see that we’re on a path, but you can’t see a path past us. The path of [author].
— End-trip; Diamond ranking
In this instance, participants described nature as becoming a mirror, offering both stillness and challenge, to sit and confront oneself. For many, solitude in nature allowed for moments of clarity; for others, these activities in unfamiliar, wild spaces revealed aspects of their social and emotional selves. In essence, the physical terrain symbolized students’ internal terrain; while rugged, difficult, and stubborn, there is often beauty, and it is always evolving. Navigating wild landscapes mirrored confronting inner doubts, fears, and self-concepts. The terrain offered a symbolic path toward identity, authenticity, and resilience, a path of discovery to facets of themselves.
(Re)claiming connection in a disconnected world
This theme is characterized by participants’ statements highlighting modern disconnection and their experience of reconnection, socially, emotionally, and ecologically, through intentionality. Many of the participants critiqued a fast-paced, digitally saturated society, describing the outdoors or nature as an antidote. Participants highlighted how shared experiences and activities restored a sense of connection to people, places, and oneself, which contrasted with their acknowledgment of an increasingly digital, hurried, or isolated society.
It is a good representation of how disconnected we have become that we make plastic replicates and put it in a box for others to look at. We can make an effort to go out and experience it rather than an artificial representation of what it should be.
— Pre-trip SHOWeD reflection
Nature has been recreated and repackaged by humans for human viewing pleasure, placed like a hunting trophy.
— Pre-trip; SHOWeD reflection
I think we tend to overlook the small things and only go for the big and bold … we should try not to overlook the small moments of magic … We are taking for granted the smaller magic that exists around us. This could because we are overstimulated in our everyday lives, and everything is at a touch of a button, but this causes us to overlook the time moments. I can access glacier reels on Instagram, so I lose interest in the small “insignificant” path in my community.
— Pre-trip; SHOWeD reflection
We are drawn towards things/situations that we do not get to experience in our daily lives, and also, based on how prevalent social media/technology is in today’s society, we feel the need to capture it and share it online.
— Pre-trip; SHOWeD reflection
It shows how we often alter nature to fit the aesthetic we want. Front yards can show perfectly constructed nature but feel completely different than the real thing.
— Pre-trip; SHOWeD reflection
We can create more spaces for people to come and explore and give them a safe space to experience nature without always having to go on a hike up a mountain or drive somewhere to go walk. It’s an accessible location for everyone.
— End-trip; SHOWeD reflection
It’s bringing people together. People are interacting with it, but it seems like they might be walking over it. Unaware.
— Pre-trip; Diamond ranking
They described spaces and experiences that foster a sense of belonging and community, and relational depth that emerged through their shared outdoor experiences that reflect how natural settings fostered interpersonal bonding and trust.
Many people are too busy or too caught up in their own lives to go and explore nature. This is a small space where people can come visit a nature area with ease. It speaks to the fact that even when it comes to nature, people still commodify it and make it something that can be manufactured rather than found or discovered.
— End-trip; SHOWeD reflection
[Author] showed us how to ground our bodies and minds with the Earth and how to stay present in the moment.
— End-trip; SHOWeD reflection
Represents the ways in which we limit ourselves by confusing risk of true danger with risk of discomfort, or how we can balance risk mitigation and risk aversion.
— End-trip; SHOWeD reflection
We all see on photo and are like, ‘oh yea, that’s …’; We’re all connected to it some way or another. Last time we were guessing, was it behind a fence, were they by a road, and then we move on.
— End-trip; Diamond ranking
I was like, realizing that I didn’t take pictures of a lot of stuff because I was just standing there, looking at it. And because I was trying not to like, you know, be on my phone like I was intentionally like, OK, if I’m in it, I’m going to look around at it and not just like, take picture and move on and look at it later because a lot of times I’ll take picture of something and say ‘I’ll look at it later and then they never do, so like I had more mental images than like real images.
— End-trip; Diamond ranking
Nature serves as a space of design; green spaces, cemeteries, and city gardens and parks became sites of memory and meaning. Participants described a perceived society or world marked by fragmentation, and the program offered a container where connection could flourish intrapersonally. Their described reclamation was both inter- and intrapersonal, as students described reconnecting with their bodies, senses, emotions, and stories. They described that nature created a space for slowness, play, and presence, which were often seen as inaccessible in daily life.
Nature-inspired learning and healing
This theme is defined by participants’ perception of nature as a teacher and healer, offering educational value, insight, metaphor, and meaning-making. Participants described learning and healing with nature as well as nature actively contributing to the transformative learning process sparked by culture and curiosity.
Appreciate it for what it is and what it is not. Allowing students to take away their own meaning from the art, rather than telling them ‘the answer.’
— Pre-trip; SHOWeD reflection
Educate students in science about the effects of grazing on grass, the impact of pastures where there was once open land (history and science), the anatomy or structure of a horse, the interactions between humans and nature, why horses are important and how it is affecting its environment.
— Pre-trip SHOWeD reflection
Participants’ transformative learning process appeared to be informed by a combination of nature immersion, peer interactions, and structured reflections. Participants reported insights that came through observation, silence, and metaphor, not necessarily through explicit, formal instruction. They reported that learning occurred through their embodied experiences.
We can inspire others to embrace their uniqueness and to find the beauty in everything.
— End-trip; SHOWeD reflection
It’s important to understand water. Water gets rougher as it hits the rocks. In life, as we hit bumps and challenges, we can be pushed around and things can seem chaotic … it can sweep you away but we can use it for energy, to understand how we can use it to help us.
— End-trip; SHOWeD reflection
Nature is one of the best teachers in this world. Connection to nature means working with nature and creating a bond of caring and understanding.
— End-trip; SHOWeD reflection
All of these things are ways we connect with nature which can relate to classroom management strategies. Students who are able to focus on listening to bird calls or who can relate to the process of photosynthesis to holding a plant’s leaves or who can step intentionally with the intention of being carefully alert like an animal are more likely to be less disruptive.
— End-trip; SHOWeD reflection
Going outside and allowing people to experience nature with curiosity means they are not only physically moving but creating connections with deeper thinking.
— End-trip; SHOWeD reflection
Inspire other to go ‘smell the roses,’ frolic and be free with nature, and also be one with nature. Nature is all around us. We should show affection to it, and in return it will show affection back by giving us those therapeutic attributes.
— End-trip; SHOWeD reflection
A big part I’m going to take from this trip is all the mythology and folklore as it relates to nature.
— End-trip; Diamond ranking
This is when we went geocaching. To me this is the impacts of logging and forestry, because they clearly left a few to reseed, I wonder what laws they have around there.
— End-trip; Diamond ranking
I’m taking more time to not worry about getting to the final journey or the final end spot and just like, enjoy the path and the way through, even if it sucks, I’m taking the time to just stop and be, like, hold on, let me catch my breath. Let me look around. Let me see what’s around me. Let me actively look.
— End-trip; Diamond ranking
These moments suggest nature as a site for contemplative learning or deep questioning in which student discovery is nonlinear and layered. Students also described nature as providing emotional relief; that by being outside, moving, journaling, and simply noticing, invited them to process stress, reconnect with joy, and reclaim an inner stillness. For some, it was therapeutic without ever being labeled as such.
Diamond ranking
The diamond ranking approach captured the unique voices and developed themes of the participants. The broader themes above are present within select diamond ranking themes as illustrated in Figure 3. Each diamond ranking theme is accompanied by participant statements.
Thematic map.
Pre-trip
Exploring different perspectives
This theme illustrates what students described as a shift in perceptions, framing, and interpretations.
[Referencing viewpoint/camera position] I guess it kind of splits the space because there’s like the branches up and below, if that makes sense, like you have something in the top half and the bottom half, like the way it’s centered
Definitely nostalgia, like in the moment because like when I lived up North, you’re playing outside and you were engaging in these senses. You’re the touch. Smell these scents around you. The fact that there’s these buds that are on the branches tells us of Spring.
During Christmas time, I’m coming home from break and I would look up in our neighborhood and it kind of looks like the dead trees look. Like a little bit of the leaves still hanging on, and it just reminds me of like cool weather.
Like depending on your perspective, you can see what you see. Does someone else, can see something different like the sun was like from right above the camera like frames by the top tree.
We associate things in nature as things that are pretty, but that’s not necessarily the case.
Trails and paths
This theme captured what students identified as literal or symbolic references to trails, walking, or journeying.
Look up at trees, especially if they’re a little bit more bigger. Like you see the path of the branches are going on. It almost looks like neurons in the brain. Someone mentioned that to me one time, so every time I look up, I always think about that, like we’re kind of connected with nature more.
This is a place you would retreat to, well, no, you wouldn’t retreat, maybe like you’re doing your homework and then you look outside and you’re like ‘wow, feel like you come home to this.’
This is the neighborhood trail. Different angles of all the trees. It looks kind of whimsical and a formal walkway. Like a secret getaway.
Accessibility: Backyard to schoolyard
This theme captured what students described as the dimensions of proximity, convenience, everyday access, or common outdoor spaces.
I was drawn towards this patch of clovers. It was like the only thing around me, everything else around me seems like to be a little bit more so, like I was drawn more towards that and then, like the vibrant colors.
There’s like a group of people, walking around in the distance … The grass kind of looks like a carpet, like the way it’s stepped on. Because it’s been walked over a lot.
This is my porch. Where I’ve spent a lot of time nature journaling. There’s probably nature all around, but it’s the space where I can turn around and I can be like, ‘Oh, here is the focus of something I can see every day and see it change over time.
I was thinking of this one, while taking my own photo. But like I see the fence there, like the interaction of like humans leaving their mark in nature. And you can see where the grass has [sic] right where they keep it.
This is a special place that I wanted to share with students, a place I call home.
End-trip
Stop and smell the slugs: Pictures that make us slow down
This theme was described by participants as photos that invite individuals to reflect, moments of pause, wonder, or attentiveness to small or overlooked elements in nature.
People need to pause. I feel like that’s pretty common in the US also with driving and stuff like we get to point be as fast as we can. We don’t like, stop and smell the roses. I feel like we have such like, Americans have such a culture to, like, work and be like the most successful and like to have the best job … Here things don’t open until like 10:00. They get. They close early, they give you time to go. Enjoy the nature and really like, embrace the world that we live in rather than just like go let me go make like the most money that I can. Instead, it’s like happiness is kind of derived from how much time you spend in the outdoors.
It’s like the majority had either manufactured stuff or they’d be like a house in the back, or a fence or whatever. And a lot of these are fully in nature. To be more mindful of it, you know, it’s hard to find places like that … but to appreciate it.
I feel like [author] and his ecophilosophy is going to stick in my brain for a long time. I feel like it really made me feel like, more intentional about the way that I am perceptive in nature. I found myself doing that little ear thing in a lot of different spots.
I think I used to be a more aggressive hiker and I would like try like power through and like you know, I don’t know what the purpose was to just, I love being outside, but now I feel like I’m taking intentionally slower steps. And like you said, just like touching things now and smelling things and like using all your senses. Touch the moss, lay in the moss.
I was able to stop and like, actually enjoy it on the way down [from the waterfall] rather than like, like took 3 minutes to stop and look at.
Fjor-ge ahead: Pictures that invite adventure
Students described these photos as capturing moments of awe, movement, exploration, or challenge.
It gives you a sense of adventure. It’s not so calm and still like. It’s like you’re intrigued. You’re like, oh, where is that going to? Where is it coming from? What can I do with it? It’s very active.
Friluftsliv, I’ve like thought about that a lot. Like, what does that mean? And like, what would that mean? Like that mindset and lifestyle, like going back in my life back home? But it’s like I could still have an open air life back home. Like I could do that. I don’t have to. Like, be roaming everywhere to still have that you.
I always knew that like being outside is very like therapeutic it, it gives you energy like you get energy from the sun and it just like you get vitamins and like it just feels good to be outside and I knew of that. But it almost felt kind of like a chore before. And now like that, I was kind of like, not forced to be in it, but it was like a part of this experience. I like, actually understand the believe, and see the benefits of like being outside and being more connected with nature and stuff. So I want to like carry that back home.
Sexy hot clouds
This theme captured the group cohesion and, humorously, their sensual or aesthetic appreciation of the grandiose and shared experiences, particularly the atmosphere, sky, and clouds.
The sky looks painted. It’s gorgeous. Bursting into flame.
like really nice clouds. I like how the clouds are kind of reflecting the pathway, like how they go along with it kind of like an inverse way, they swoop. Natural versus manufactured pathways.
Look at those clouds. There is just so much detail in the environment.
I think we could do a really cool cloud collage, like favorite cloud moments.
Summary of changes in perception
The first question we explored using the photovoice data was: How can a 3-week study abroad program to Norway influence student perceptions of nature?
Participant quotes, photos, and themes reveal an evolution in student perceptions of nature, capturing a shift from aesthetic appreciation to a more embodied, relational, and reciprocal understanding of the natural environment. Initially, students captured images and described reflections focused on emphasizing nature’s beauty, stillness, or nostalgic impressions, perceiving nature as a passive backdrop. As students engaged in the program, their photos and narratives reflected a growing sense of intimacy with nature. They began to describe nature as being an active participant in their experiences; nature was something they could feel, smell, move through, and learn from.
These reflections suggest that immersive exposure over the course of a 3-week study abroad program facilitated a deepening relationship with nature, aligning with our first broad theme. Participants described a shift in nature from being “seen” to being “felt, experienced, and respected,” anthropomorphizing nature as a teacher, mirror, or healer. Therefore, taking students out of their usual contexts and immersing them into unfamiliar terrain appears to foster a more integrated and holistic perception of nature that transformed their perspectives and translated to their sense of identity and future behavior upon returning from the program.
Use of photovoice to support growth
The second question we explored through this study was: How does photovoice support student growth and understanding throughout a 3-week study abroad program to Norway?
The use of photovoice and diamond rankings as a methodology supported the reflective and meaning-making process that appeared to deepen students’ awareness, insight, and transferability of their experiences. Students appeared to engage in critical self-reflection, metaphorical thinking, and emotional processing by combining image selection with written reflection and verbal processing. This process appeared to facilitate student growth across multiple domains of self-concept. Students appeared to interpret and externalize their inner experiences, often drawing upon symbolic connections between what they captured and how they felt, suggesting that photovoice encourages metaphorical and abstract thinking. Student reflections and statements appeared to be assigned layered meanings, and through the process of discussion created opportunities for peer validation, collective insight, and further community engagement. In these focus groups, students referenced each other’s images, even making note of their ability to recall each other’s photos from the start of the trip; from shared stories, they built upon shared themes like connection, stillness, or challenge. Therefore, photovoice appeared to foster a collaborative learning environment that valued both interpersonal and intrapersonal growth.
Photovoice themes appeared to align with the empirically defined dimensions of EcoWellness described by Reese and Gosling (2020), providing an account of how participants’ experiences translated into inquiry practice (e.g., noticing and recording evidence, collaborative explanation, reflective sense-making). Similar to their study, Reese and Swank (2022) indicated that the use of photovoice in outdoor education research provides an effective method to capture these dimensions, further highlighting how participants’ reflective images and narratives reveal lived experiences of wellness, connection, and stewardship. Rather than engaging in generic time outdoors, specific program components such as active sensory opportunities, reflective consolidation, and competence-building for safe, ethical outdoor engagement appear to have supported participant growth.
Discussion
The findings from this study underscore the value of photovoice as a transformative, facilitative tool. Nature immersion, peer connection, and reflective storytelling contributed to an emerging environmental awareness where the students began to reclaim connection in what they experienced as a disconnected world. This process and thematic evidence further reflect and support Næss’s concept of moving beyond an instrumental view of nature toward recognizing its intrinsic value (Næss and Haukeland, 2008). Students’ shift from perceiving nature as a passive backdrop to experiencing it as an active, intimate presence parallels deep ecology’s fundamental principle that nature has inherent worth independent of human utility (Næss, 1989, 2011). The evolution from their distant admiration to a sense of presence exemplifies what Næss described as the dissolution of boundaries between self and environment, moving toward his concept of the ecological self. As students progressed from visual, objective observations to more embodied, sensory experiences, this is supported by the deep ecological emphasis on direct, experiential knowledge rather than purely intellectual understanding. This shared ecological dialogue captures with Næss’s vision of humans being participants in, rather than observers of, natural systems. However, while their thoughts and attitudes toward nature may have embarked on a transformative journey, translating these changes into sustainable actions can often be challenging (Aritza, 2023).
Previous studies have argued the benefits of outdoor, place-based ecocentric pedagogies in education. Engagement in such pedagogical practices reinforces that in the forest, nature is an active participant in education, not just a backdrop. Of particular interest were the student reflections recognizing the use of social media and its influence on their (dis)connection with nature and their intrapersonal identity. Digital overload and extensive screen time replacing face-to-face interaction is a considerable challenge worldwide (Twenge et al., 2018). On the contrary, study trips abroad as well as spending time in nature highlight how the absence of technology contributed positively toward their experiential learning and global experiences, including enhanced engagement and immersion, and opportunities for personal growth (Fernee et al., 2019; Smith et al., 2016; Trangsrud et al., 2021). Toward the end of the program, students highlighted nature as a path of self-discovery and perceived nature as a healer and teacher, underscoring their embodied experiences and therapeutic benefits. Similar experiences are reported in other studies, in which participants highlighted their nature-immersive experiences promoted feelings of calmness and enhanced their sensory engagement, perceiving nature as a nonjudgmental environment that provides room for self-care (Trangsrud et al., 2020).
With reference to deep ecology, spending time with nature may foster opportunities for reconsideration of an ecological self-understanding (add ref deep ecology). The students in this study described nature as offering both stillness and challenge to confront oneself. Friluftsliv has been described as an arena for learning and development and for reclaiming new senses of self (ref). However, cultivating a meaningful relationship with nature or a specific landscape requires time, as does establishing trust with anyone. Individuals who view nature as a vital component of their well-being typically engage with the landscape on an everyday basis (Skår et al., 2010; Trangsrud et al., 2020).
It is worth questioning whether 3 weeks is sufficient to grasp the nuances of (Norwegian) friluftsliv and its contemporary challenges, particularly in a country that is physically and culturally unfamiliar to them. Traveling together as a group carries the risk of creating a “bubble,” where only the positive aspects are noticed unless attention is drawn to the complexities. This is where the triangular dynamic between the outdoor leader, nature, and the student becomes essential (Trangsrud et al., 2025). The study abroad program provided opportunities to engage with nature and facilitate curiosity and exploration while shifting dispositional perspectives and attention toward nature to foster transformational human–nature bonds through intentionally facilitated, high-engagement field experiences and structured reflection (Grimwood et al., 2017; Richardson, 2025).
Studying abroad, in particular, often requires a guide to help students navigate the nuances, uncover possibilities, and critically engage with perspectives, ultimately aspiring to foster deep questioning and self-realization. Within this context, the theme of nature as a healer could be linked to larger conversations in ecopsychology around therapeutic landscapes or critiqued in light of concerns about the commodification of “nature as wellness.” A familiar framework in health and personal growth, particularly in outdoor therapies, emphasizes the balance between self, others, and the environment (Fernee et al., 2019). These broader discussions invite reflection on whether engagement with nature is being authentically experienced or reduced to a transactional relationship, where nature is simply seen as a resource for personal benefit and health. Yet, with deeper understanding and connection comes a potential emotional cost. A heightened awareness of the current global ecological crisis may lead to feelings of grief or a sense of lost opportunities (Nesbakken et al., 2024). While this was not an explicit focus of the study trip, the absence of reflections on such emotions among the students might indicate the early stages of an awakening process and a gradual shift in their understanding of their relationship with nature and the challenges it faces. Apprenticing ourselves to outdoor places, being present, and looking into the stories of a place could be the first step to appreciating what you have at home (Wattchow and Brown, 2011), connecting gained insight back to your everyday life.
Implications
Some methodological considerations should be acknowledged. First, in this study, we have intentionally described the experiential processes undertaken by the students as “emerging.” Our focus has been on how a study trip abroad can serve as a catalyst (or influence) for transformative experiences in students’ relationship with nature. To better understand potential long-term effects, however, follow-up studies would be necessary.
Second, this research aims to explore how a 3-week study abroad program in Norway can influence student perceptions of nature. As such, the focus has not been on participants who may not share these transformative experiences. While it is essential to recognize that a group will inevitably encompass a range of differing experiences, this study primarily seeks to illuminate the processes that appear to be emerging rather than attempting to measure specific outcomes or effects. Third and lastly, while photovoice is widely regarded as an effective method for capturing first-person perspectives and bringing attention to elements that might otherwise be taken for granted (Lorenz and Kolb, 2009; Tønnessen et al., 2023), it is important to consider the context in which the students’ stories and photos are created. Sharing experiences through each other’s photos may create a self-reinforcing dynamic that can be valuable for sustaining emerging ecocentric reflections. However, this process may also lead to a collective group narrative, potentially limiting space for nuance and more critical, individualized reflections (Lorenz and Kolb, 2009).
Conclusion
Based on the findings, there appeared to be the beginnings of a transformational arc; the trip catalyzed a shift from passive observation of nature to active, embodied engagement. Students’ language evolved; early in the trip, students used descriptive and interpretive comments, which then transformed into storytelling, humor, and personal revelation. Finally, photovoice highlighted as process tool; what initially started as instructor-led, was then peer-led with instructors absent. The use of images fostered meaningful reflection, emotional articulation, and group bonding. Students coming from abroad may use the method of photovoice to highlight aspects of nature that inhabitants of Norway may oversee. Furthermore, this study provides support for several key deep ecological practices: direct, immersive contact with nature can facilitate the expansion of one’s ecological identity, and such experiences can lead to the kind of questioning, reflection, and consciousness change that deep ecologists argue is necessary for addressing environmental crises. Therefore, these nature-based experiences and educational programs can serve as vehicles for the deep questioning that Næss (1986, 1987, 2011) saw as essential for ecological transformation. Based on deep ecology and study findings, it appears that structured nature-immersive programs may offer a practical path for cultivating ecological consciousness, moving participants from a mindset of environmental awareness toward a deeper identification with nature.
Authors’ Contributions
C.L.B.: Conceptualization (equal); investigation (equal); methodology (equal); formal analysis (lead); writing—original draft (equal); writing—review and editing (equal); funding acquisition (lead). K.K.F.: Conceptualization (equal); investigation (equal); methodology; writing—original draft (equal); formal analysis (supporting); writing—review and editing (equal). L.K.J.T.: Writing—original draft (equal); review and editing (equal). K.W.H.: Writing—original draft (supporting); review and editing (equal). P.I.H.: Writing—original draft (supporting); writing—review and editing (equal).
Footnotes
Author Disclosure Statement
The authors declare they have no conflict of interest.
Funding Information
Financial support was provided by the University of Oklahoma Libraries’ Open Access Fund and the University of Oklahoma Jeannine Rainbolt College of Education’s Research Award.
Appendix A
| SHOWED REFLECTION | DIAMOND RANKING | ||
|---|---|---|---|
| PRE-TRIP | END-TRIP | PRE-TRIP | END-TRIP |
| You see a trail that is man made by rocks and gravel. There are different types of grasses and plants that are right off the pathway. The light hitting the trees in the back make it feel like there is a sense of hope for the future. There is a yellow flower whose stem is stretching over the pathway almost as if it is inviting you to conintue forward. | This was taken the first night after taking a walk with the group to discover more of the area. | [Referencing viewpoint/camera position] “I guess it kind of splits the space because there’s like the branches up and below, if that makes sense, like you have something in the top half and the bottom half, like the way it’s centered.” | “The mushrooms by the cemetery, it’s poetic, decomposing life where people are laid to rest.” |
| This made me be able to relate to when things are looking rough in life, and you are down, to look around at where you are and to find the little things that are important to you and conintue pushing forward. | Dandelions are normally seen as weeds and undesirable but coming to Norway, they embrace the dandelions and their seeds and see them as a plant and no longer as a weed. | “Peaceful. Christmas like evening. And it smells.” | “I’m proud because, dang we did climb that though.” |
| This photo sows that this opportunity to push and thrive through hard time may be in the way that you see and process things. Being able to look at this photo and se the inviting and encouraging side of nature is not something that everyone can see. | This can relate to us because in certain areas in your life or society around you, certain things that you do or look like will not always fit but if you stay true to yourself you will find a place that admires you for you | “Kind of pull outside and like, it just smells like kind of Fall-ish or Spring, if that makes sense. Then I feel like the seasons have certain smells.” | “Looking back, 100% fond [memories], I love it because like, yes it was stressful, but I think the adrenaline pumping through my veins.” |
| Being able to look at life and tough times this way could help others to slow down their lives and to analyze the nature around you and to know what the world around you is trying to say. | I feel like brings out strength and confidence of who you are and why being yourself is important. | “Definitely nostalgia, like in the moment because like when I lived up North, you’re playing outside and you were engaging in these senses. You’re the touch. Smell these scents around you. The fact that there’s these buds that are on the branches tells us of Spring.” | “Like during the hike it was 100% stress, after the hike it was probably like 10% stress. It was like the most fun you’ll never do again, like I would never do it, but I’m proud of myself for it.” |
| Humans have a desire to have a connection with nature, even in places where wouldn’t think of it. It also shows how even though we have this desire, we want to manufacture it instead of go to it. | Find the beauty in life with the little things that we may take for granted. | “During Christmas time, I’m coming home from break and I would look up in our neighborhood and it kind of looks like the dead trees look. Like a little bit of the leaves still hanging on, and it just reminds me of like cool weather.” | [referring to slugs] “I read that the brown ones are the same species as the black ones, just juvenile ones” |
| It is a good representation of how disconnected we have become that we make plastic replicates and put it in a box for others to look at. We can make an effort to go out and experience it rather than an artificial representation of what it should be. | We can inspire others to embrace their uniqueness and to find the beauty in everything. | “Look up at trees, especially if they’re a little bit more bigger. Like you see the path of the branches are going on. It almost looks like neurons in the brain. Someone mentioned that to me one time, so every time I look up, I always think about that, like we’re kind of connected with nature more.” | “A big part I’m going to take from this trip is all the mythology and folklore as it realtes to nature.” |
| “A road that has not been redone, bright green grass to the right, more upkept to the left, dark overcast skies; could be a back road, reminds me of childhood (being from a smalltown).” | This is a green space within a large city. It is made to be a safe haven for people within the city to have quick access to some form of nature and greenery. | “This was lucky, like St. Patrick’s Day holy clover. I want to sprint through that field.” | “Were getting a lot of water pictures, and notice that everything’s different. Not everything is the same picture overo and over again, like backyards, frontyards.” |
| “A road that is very cracked and it showes that the area has been well traveled but most likley remote due to the lack of work done.” | Many people are too busy or too caught up in the own lives to go and explore nature. This is a small space where people can come visit a nature area with ease. It speaks to the fact that even when it comes to nature, people still commodify it and make it something that can be manufactured rather than found or discovered. | “Something so small, just like bees in their little flowers. They hang out in those, yea? So, you could be terrified. Be careful.” | “I thought of it as like the comodification of nature, like putting nature in a giant city; yea it’s nature, but it’s so manufactured to make you feel like you’re in nature.” |
| “Concern of darkness and weather can come from prior experiences when there is overcast and someone has experienced the ‘calm before the storm’.” | It is a park in the middle of the city that allows all people to simply go sit and observe a space meant for nature or a nice area for people to walk through during their everyday life that helps connect them to nature. | “I was drawn towards this patch of closers. It was like the only thing around me, everything else around me seems like to be a little bit more so, like I was drawn more towards that and then, like the vibrant colors.” | I thought of it like people crave nature, like we want to bring it in to places where we are |
| “There is lots to look at science-based to teach about different nature.” | Nature does not have to just be a tree in the forest, but anywhere where people can interact with nature. | “Reminds me of how much I hate grass lawns.” | We adding more nature, just adding it back, but in a different way |
| Different people can see it from different perspectives/ it makes them feel something different. For me it’s calming but for others it could look dark, and make them think of an unknown place/ remind them of being lost. | We can create more spaces for people to come and explore and give them a safe space to experience nature without always having to go on a hike up a mountain or drive somewhere to go walk. It’s an accessible location for everyone. | “There’s like a group of people, walking around in the distance.” “The grass kind of looks like a carpet, like the way it’s stepped on. Because it’s been walked over a lot.” | It’s a better way to frame it, because I noticed a lot of shops with floral motifs where it’s just like we’ll just put up the plastic version of it to replace it and hope that satisifes the curiosity for nature. |
| We can use their perspectives to understand how they think and make personal connections | It’s important to understand water. Water gets roughter as it hits the rocks. In life, as we hit bumps and challenges, we can be pushed around and things can seem chaotic … it can sweep you away but we can use it for energy, to understand how we can use it to help us. | “Unnatural, natural space. Like the fact that we have, like grass, like a plain area with these extra … somebody made that, aethetically and manufacturing, yea, some manufacturers natural area.” | It looks like another path, I think also the intnetion is that like mystical enchating |
| Nature has been recreated and repackaged by humans for human viewing pleasure, placed like a hunting trophy | Human influences on animal behavior driving animals towards greater dependence on humans and human products. | “It’s bringing people together. People are interacting with it, but it seems like they might be walking over it. Unaware.” | Wow, we were all like influenced by that waterfall |
| There is a lot of situation irony in this image. At first glance, it looks as if the person has cut down parts of a tree to showcase in a man-made, streila environment that was likely the product of clearcutting similar trees, similat ro a hunting trophy, though it is meant as art. | I see these people walking on a sort of walked down path. I really love this picture because to me, it seems like I am going on a walk with these people. It is whimsical and magical as nature surrounds us. | “There’s like a light halo around the trees in the sky.” | Oh, the fossegrimen, another mystical feature |
| It has been morphed into something much greater than itself, which can also be translated into a physical manifestation of the interconnectedness of nature and Earth’s sysmtems. | Here we were unsure what we might be doing and had not yet removed our shoes to feel the Earth. At this point, I thought we might be going on a much more intense hike, but to my surprise, we sat up against trees and on a rock and learned about how we are a part of nature and how we can teach with nature. | “You can imagine like the wind blowing, the kind of look like they’re being. It makes me curious like where they are, like where is this pricture taken?” | We all see on photo and are like, ‘oh yea, that’s…’; We’re all connected to it some way or another. Last time we were guessing, was it behind a fence, were they by a road, and then we move on. |
| “Appreciate it for what it is and what it is not. Allowing students to take away their own meaning from the art, rather than telling them ‘the answer’.” | Nature is one of the best teachers in this world. Connection to nature means working with nature and creating a bond of caring and understanding. | “The way they are position, and the birds, shapes, like in the space, so it creates a cnavas where you created and downloaded it.” | We’ve seen a lot of white water on this trip, but we are all like, I know which on that is. |
| “This is clearly depicting humans interaction in nature. This pasture is not natural but the things within it are. It has been shaped by human actions. The fence itself is not a natural form since it is manmade, but the materials it is made from are natural since it is wood.” | [Author] showed us hot to ground our bodies andminds with the Earth and hot to stay present in the moment. | “Like depending on your perspective, you can see what you see. Does someone else, can see something different like the sun was like from right above the camera like frames by the top tree.” | Oh, that’s where I put my legs in the water and it felt really good, it hurt, like my shins were freezing, but once I got up it felt really nice. |
| I typically go on this walk for a few reasons and one is to see the horses in this pasture. Nature brings me peace as well as joy and wonder. Anytime I am not feeling great mentally or emotionally, I go on a walk and feel immensely better just from being surrounded by nature. | All of these things are ways we connect with nature which can relate to classroom management strategies. Students who are able to focus on listening to bird calls or who can relate to the process of photosynthesis to holding a plant’s leaves or who can step inentionally with the intention of being barefully alert like an animal are more likely to be less disruptive. | “You can tell that someone trenched through there.” | I like how the water is reflecting the sky. It’s like a perfect scene, a postcard. Come to Norway, see the ducks and touch the moss. |
| Educate students in science about the effects of grazing on grass, the impact of pastures where there was once open land (history and science), the anatomy or structure of a horse, the interactions between humans and nature, why horses are important and how it is effecting its environment. | Going outside and allowing people to experience nature with curiosity means they are not only pshycially moving but creating connections with deeper thinking. | “Really crappy compated to all the grass we’ve seen. This doesn’t look as well taken care of.” | I love this location, this might be my favorite, it’s close. The sea was just so big and it went on forever. And so it made you feel like you were kind of at the edge of the world. It’s just so peaceful. It was like, so big. Yeah. And everything was. |
| Someone is going outside and taking a walk. They probably enjoy nature and are getting a chance to get outside, and do just that. Also, outside of the human perspective, the plants are actively photosynthesizing, and although we can’t see it, I’m sure there are insects everywhere. | We really got to explore nature at our own pace and follow what caught our attention. In a deeper sense, this specific area exists because of how humans here have respected the space. There was no trash or waste. Nothing distrubed this space other than the people enjoying it responsibly. Everyone that came through here seemed to move with respect for nature. | “I had a class in the winter, h straight, and had like class and then in the mmeting I just did not go outside. So, if I ever had like that class and got out early, I’d go sit outside, becasue I was in a lab for h.” | I love how completely immersed we were there in that setting that we didn’t notice the woman sunbathing |
| Even a small trail can be magical. I’m guessing this is somewhere in Oklahoma, which we always assume is kind of trashy and not interesing, but somewhere in Oklahoma there’s a gorgeous little path that would be magical to walk. | It shows what it can look like when people allow green and natural spaces to stay natural … relates to how humans can and should be learning from nature. This image gives off a lot of respect for the space and it truly a breath of fresh air. | “Superstitious. The clock tower. If you walk under it, you’re gonna be a fifth year. And if you look up, you won’t graduate.” | We fell in love with cliff, rock features. We were just trying to find a rock to sit and lay on. |
| I think we tend to overlook the small things and only go for the big and bold … we should try not to overlook the small moments of magic. | How to be in these spaces and coexist with nature. [Author] didn’t tell us that we needed to act a certain way but his demeanor and present taught us without words. Many times, modeling this behavior is all that’s needed for others to mimic these approaches. [Author] didn’t tell us to be cautious and careful towards nature but taught us how we can coexxist and learn from nature. | “So this is like Bridgerton, the palace of my carriage, it’s not natural but it has so much texture. This history, like it hasn’t been redone since it was made. And it slipped out like a white picket fence, like everyone’s American dream. I imagine there would be a house and horses, animals for the cows to come home. Storybook, yea.” | These are like supports, and support like supporting each other like nature supporting nature. |
| We are taking for granted the smaller magic that exists around us. This could because we are overstimulated in our everyday lives, and everything is at a touch of a button, but this causes us to overlook the time moments. | Nature is strong and resilient and every piece of this big nautre concept supports something else. Humans happen to be major causes of destruction in nature but when we are able to fit back into that equilibrium and our part as a support, we are able to maintain these beautiful spaces. | “This is a place you would retreat to, well, no, you wouldn’t retreat, maybe like you’re doing your homework and then you look outside and you’re like ‘wow, feel like you come home to this’.” | I was able to stop and like, actually enjoy it on the way down [from the waterfall] rather than like, like took 3 min to stop and look at. |
| I can access glacier reels on Instagram, so I lose interest in the small “insignificant” path in my community. | The waterfall was basically my Mt. Doom, from Lord of the Rings, where I had to really dig deep. I typically have such a hard time focusing on getting to the end, whether it’s a class assignment or hike, that I forget what I’m learning or what’s around me. I focus too much on the end goal and not the journey. | “This is my porch. Where I’ve spent a lot of time nature journaling. There’s probably nature all around, but it’s the space where I can turn around and I can be like, ‘Oh, hee is the focus of something I can see every day and see it change over time.” | Those birds were aggressive. I was going to say like, the human-animal interactions and the effect of tourism. What is the effect of tourism? What do you consider the impact of tourism? |
| There are beautiful places, even where you might think to overlook … it doesn’t need to be a national or even state park … taking photos around your community and showing students what’s cose to them, may encourage them to go see it for themselves. | After realizing it was okay to go at my own pace, I felt like nature was telling me it’s ok to take a moment to breathe and just be. | [referring to grass] “It’s like photoshopped, it’s so green.” “I kind of thought the green was like the painting.” | Is that [author] in that photo, our savior!? He’s leading us to this incredible adventure that we don’t even know about yet, we’re not even there yet … you can see that we’re on a path, but you can’t see a path past us. The path of [author]. |
| She was very excited because the snail was moving around rather than hiding inside its shell … she was excited, but also apprehensive, and she was both grossed out and fascinated by the sensation of the snail crawling on her skin. | This waterfall was my biggest breakthrough on just not letting big or little things take me down, and just trying to be in the moment and enjoy. | “This is in Oklahoma? Fluffy, do you lay in it?” “I dont lay in it, but other people could, yea.” | I also love that I love the like. There’s a few, like eager followers, of course. And then there were some of us that were, like our eye was caught elsewhere, and we’re kind of just all separated. And then we’re doing our own thing. |
| It reminds me of being enchanted by the world around us, and sharing that excitement. | It’s legitimately insane. Even though it looks dauting, I took it one step at a time and persevered, even when I wanted to turn back. This is basically a representation that even something that seems impossible to climb is doable! P.S. it doesn’t matter if you have to stop and cry/have a mini breakdown | “There’s ticks, grasshoppers, wire fence, I always forget about snakes, where I gre up you did not worry about them.” | I took my shoes off and walked around on the Moss. It was awesome. I loved it. |
| She chose to be curious and adventurous, looking along the ground to find something interesting. | This was from our first whole day in Norway, when we were with [Author] and we did handcrafting. I am holding out the spoon I made, which I was very proud of. | “I just like, was so scared to jump over this little green garden. Like everyone had jumped, it got more and more excited and I was like, just gonna jump up and bite me, the good news is it won’t hurt you.” | This is when we went geocaching. To me this is the impacts of logging and foresty, because they clearly left a few to reseed, I wonder what laws they have around there. |
| There are many small joys to be found outside, even in familiar places. This is right behind our school, and yet it was a fresh and new experience. | This will definitely be a memory I remember for a long time when reflecting on the trip. It was a totally different way to interact with the outdoor and natural resources than I had experienced before. | “I was thinking of this one, while taking my own photo. But like I see the fence there, like the interaction of like humans leaving their mark in nature. And you can see where the grass has [sic] right where they keep it.” | The sky looks painted. It’s gorgeous. Bursting into flame. |
| I could use this as a cover photo or banner for this class to represent the amazing moments we experience by slowing down to appreciate the places we occupy. | It made me think more about the natural resources I utilize in my daily life, and the difference between a machined item and a handcrafted item in terms of physical and emotional investment. | “Kind of confused. It’s like a museum. Like a miniature, like creating confusion like there can be a lot of times we think about nature, so we have this place we have to go to where there’s like deer head.” | My favor part was when we just like we’re sitting there, like, not even rowing. And [guide] was like, ‘come on. You guys can go’. And we were just sitting there. We’re just talking, having our own conversation. Playing music and he’s like yelling we can’t hear because I’m already sick of all these affirmations and I’m just we just trying keep on getting whisked away. He just kept yelling, ‘synchronize’. He had not been introduced to GRABBSS yet. |
| I love how it shows things which are ‘slimy and gross’ like a snail can still be approachable and cute … a good reminder to me to take the time to indulge in curiosity. | A lot of what I wretle with is risk aversion and safety management. Sharp objects are an inherent risk, but in this activity we were challenged to see it as a tool rather than just a risk of pain, the same way I wouldn’t think twice to use a cooking knife, even though that blade also has inherent risk. | “This is an art installation at the Houston airport. Those are ceramic. None of them are real, and so I thought it was interesting of, like, the way that we perceive nature and the way that we’ll recreate it instead of just appreciating it. It’s not those space speed. And said put it in a glass case and, you know, put it on display all chopped off.” | That was the day that I laid on the warm dock and I was like, wow, it’s like warm outside, because it had been like cold and rainy, not cold, but just like warmer here. |
| Resembles our lives and interactions with animals arounds us. Often, we want to capture a photo of a cute animal that we do not see every day. Because of how excited we get by seeing a cute animal in the wild, we often forget to think about whether they would be comfortable with random humans getting up close and taking a picture of them. The same thing can be said about physically interacting with animals, pers, or nature/land that does not belong to us. | Represents the ways in which we limit ourselves by confusing risk of true danger with risk of discomfort, or how we can balance risk mitigation and risk aversion. | “I’m scared of horses. They’re so big. They step on you and take you. And their big teeth and tongues when people are feeding and it’s licking their hand.” | I like really nice clouds. I like how the clouds are kind of reflecting the pathway, like how they go along with it kind of like an inverse way, they swoop. Natural versus manufactured pathways. |
| We are drawn towards things/situations that we do not get to experience in our daily lives, and also, based on how prevalent social media/technology is in today’s society, we feel the need to capture it and share it online. | I think of how nature can relive, relax, and rejuvinate us after a stressful event. | “Although you can see were more toward the unmanned, natural part you’re still close to town because of the telephone wires, the fence and that in our perspective, we’re standing on the more wild side.” | This is another folklore, myths, enchantedness. This is the bark where witches mark their path. |
| A strating point for a conversation about respect and kindness towards animals and nature … this could lead to a group discussion about not disrupting nature or animals when we are not probably educated on the animal, the owner, or the environment. | Though I enjoyed the hike, was proud of myself for the accomplishment, and love seeing the views from the top of the mountain, froliking in this flower field was the nice break and revitalization I needed. | “Like that tree will have to be cut, it will have to go, because of the powerlines.” | So many questions, I learned a lot of new things on this trip, I was like ‘I don’t understand that thing’ and it sparked curiosity. |
| It shows how we often alter nature to fit the aethtic we want. Front yards can show perfectly constructed nature but feel completely different than the real thing. | Nature is freeing, nature is beautiful, and nature is equally relaxing as it is energizing. | “Different feeling. Drought. Like crunchy leaves. It just looks dead. Like you want to make a fire.” | To easily make nature like the facilitator. |
| The duality of true nature and real nature; perfectionism vs being natural. | Keeping in mind to be careful and considerate of the nature around you is very important. | “There’s a morel mushroom in this photo somewhere, it’s like I think basically it’s to do a lot, like they assume something not living. It’s dead. But there’s like, for things to be nature, decomposing.” | “I like the orb, it’s like from the sun, almost like a fairy.” |
| Encourage people to find the time to go out into natural spaces and get out of their comfort zones, they should’t worry about the way everything looks but rather focus on the feeling time in nature provides us. | Inspire other to go ‘smell the roses,’ frolik and be free with nature, and also be one with nature. Nature is all around us. We should show affection to it, and in return it will show affection back by giving us those therapeutic attributes. | “We associate things in nature as things that are pretty, but that’s not necessarily the case.” | I can feel the mist coming off this photo, it’s almost mysterious |
| Go outside more! Take a breather from the stressful parts of life! Appreciate the beauty in nature! Be one with nature! Be considerate while doing so! Simply think, ‘what would [author] do?’ and do it! | “I kind of like the shadows, because then we can tell like they were with nature and community.” | I think we could do a really cool cloud collage, like favorite cloud moments. | |
| Reminds me of how tourists often disrupt peaceful aspets of nature to get a picture or to say they saw/did something cool. This can include places or animals. It is human to be excited about cool aspects of nature but we can all try to be more mindful. | “[referencing a flower] it was a gift and I’m determined to keep it alive.” | I had never seen a swan in a natural environment and I was really fascinated by the swans, I know they can be aggressive, but they are so beautiful; it reminded me of like my childhood and like Barbie, Swan Lake | |
| Countries, business owners need/want money so they advertise and encourage tourists to visit but mostely because people want to see things. With social media people often care more about getting a photo than actually looking with their own eyes. | “it wants to be free, its roaming around, like up and down.” | I associate certain animals with water, even if they are birds just because of like the environment we live in. | |
| Educating others about respecting nature and giving animals their space. It can also encourage people to look for a while before/instead of immediately snapping a picture. | [referring to the ocean] “It was exceptionally moving. A student said ‘like it’s so big, I didn’t expect it to be so big.” | Oh the lupines, I loved seeing those because they reminded me of blue bonnets | |
| We can try to actually take in beautiful scenes and/or animals in nature, respect nature from a distance rather than getting as close as we can, and take photos for us to remember or to show loved ones rather than trying to show off on social media. | The sunset, it so calming, calm-ocean vibes | We went into the field and it reminded me of those videos you see of. This is awful, but like there were like 2 fields in Sweden and then all the TikTok girlies went and ruined it because they couldn’t just look at it, they had to go into it and I felt kind of bad when I thought about it because like, we didn’t like, just look and appreciate the nature. We kind of like talked about it. | |
| This is a special place that I wanted to share with students, a place I call home | Look at those clouds. There is just so much detail in the environment. | ||
| This isn’t Oklahoma, because it’s nice | We have a lot of dry looking photos, of course, coming from Oklahoma and the US; and here we see lots of blue and green, water; all of it is very, very greean. | ||
| Organized chaos, allowing things to thrive as they are. | And it’s nice that we all have, like, stories that went with these photos that everybody remembered. It wasn’t just like, oh, this is in my backyard, this is what I do, like everybody had something to say about a story from that spot. | ||
| It looks like an Oklahoma sunset … Oklahoma has the most pretty sunsets. It’s so orange, pinks and blues. It looks like it’s almost about to storm. | I think it is interesting comparing to our initial photos, thinking back to the cloverfield and it was the only patch of green. And like, I think we’re all just so naturally drawn to such green thriving places and I can really see that in these photos. | ||
| In person, it was like even brighter and prettier. | This feels a lot more like natural, obviously it’s nature, but like even the quote- unquote, like man made stuff is still like, I don’t know, we made it a part of nature like the spoon. Like was like, I don’t know, it felt more like a collaboration with nature rather than us taking away from it. | ||
| Even though the weather is like bad, I almost like the beach better when it’s like kinda cloudy and it’s like calm then like not stressful. Not a lot of people are there, and you can kind of like lay on (sic). | You can see a greater variety in environments, right? So it spans from the beach and the ocean to deep in the forest. And you know, up in the mountains. And I like that. Sometimes all in one photos, but I think that speaks to the diversity of environments that are here in Norway that we don’t necessarily have in flat ass Oklahoma, except in the Wichtias, and Ouchitas. | ||
| This is the neighborhood trail. Different angles of all the trees. It looks kind of whimsical and a formal walkway. Like a secret getaway. | Even though they are vacation photos, which they definitely have that vibe, I just think Norway is just that pretty at times. It’s ridiculous. Like honestly, like, let’s be real like. Bø was just a regular old like small college town. But you know, there were, like these really beautiful areas of like, holy crap. But how often do they stop to appreciate them? Or do they just get wrapped up in it like we get wrapped up in our little area? | ||
| There is different types of ducks. There’s like concentric circles in the water from a ripple. | That’s I was going to say it was nice because a lot of these spots that we took pictures of are, like not a lot, but some of them are like things because we were trying to notice them and they were. If we went off on these side quests, obviously we’re not gonna find like an ocean. But yeah, a lot us like we were looking for it more here than I feel like we do at home. So that’s probably why it gives off that vibe too. | ||
| The branches looked placed where you can intentionally climb it. | I mean, I know like there are ideas where like [participant] for example, sought out that little Clover patch, right? She was like, I know what I want to do. It is on the same route that she travels every day. But she took active notice of that little close in touch … Yea, but I could go one way or another way and still get to the same location. I would actively choose that location and like go that way. | ||
| I love how much we all like, remember each others photo from the first time. | |||
| I’m taking more time to not worry about getting to the final journey or the final end spot and just like, enjoy the path and the way through, even if it sucks, I’m taking the time to just stop and be, like, hold on, let me catch my breath. Let me look around. Let me see what’s around me. Let me actively look. | |||
| I think I used to be a more aggressive hiker and I would like try like power through and like you know, I don’t know what the purpose was to just, I love being outside, but now I feel like I’m taking intentionally slower steps. And like you said, just like touching things now and smelling things and like using all your senses. Touch the moss, lay in the moss. | |||
| I was like, realizing that I didn’t take pictures of a lot of stuff because I was just standing there, looking at it. And because I was trying not to like, you know, be on my phone like I was intentionally like, OK, if I’m in it, I’m going to look around at it and not just like, take picture and move on and look at it later because a lot of times I’ll take picture of something and say ‘I’ll look at it later and then they never do, so like I had more mental images than like real images. | |||
| I always knew that like being outside is very like therapeutic it, it gives you energy like you get energy from the sun and it just like you get vitamins and like it just feels good to be outside and I knew of that. But it almost felt kind of like a chore before. And now like that, I was kind of like, not forced to be in it, but it was like a part of this experience. I like, actually understand the believe, and see the benefits of like being outside and being more connected with nature and stuff. So I want to like carry that back home. | |||
| I’m trying to put the activity that we’ve done like the level of it. I hadn’t realized like how out of shape I was at the beginning of this. And I’m not saying I’m in great shape now, but like we’re hitting 18000 plus steps, I’m not having problems. | |||
| The temperature difference, like having to avoid such hot weather and like, enjoy. It’s hard to enjoy when you’re just struggling through the heat, you’re just getting burned all day like by the sun; like I come in and I’m all sweaty, stinky. | |||
| It’s made me like, appreciate it more and like I appreciated it before, but like seeing how people here treat nature has really have like impacted me especially in Bø and like TrollAktiv areas like I probably saw about 3 pieces of trash that this whole 2 weeks. And just like seeing people actually take care of the Earth and not trash it … it made me obviously, apprecaite lookng at it, but also taking care of it, seeing other people take care of it was big for me. | |||
| I’d like to comparing these places to places I’ve seen in the US and how they remind me of different things from where I’ve been. They’re not the same, but there’s a lot of places in the US where you can find this like, be, you just have to open, you really have to try though in the US, sometimes you do have to travel really far. | |||
| I think I something I took away is how much like Norway really just like driven through nature like TrollAKtiv, how kids of all social demographics get to go to like a week long activity like vacation like because they know how important it is to like, invest in the kids and put them outside and have them feel that connection with like the natural world and will do stuff to prevent losing it. | |||
| It’s cool that they offered that too all kids in Norway, it really reshaped the way I think about summer camp and helped the way, kind of my idea of summer camp. | |||
| I feel like [author] and his ecophilosophy is going to stick in my brain for a long time. I feel like it really made me feel like, more intentional about the way that I am perceptive in nature. I found myself doing that little ear thing in a lot of different spots. | |||
| It’s like the majority had either manufactured stuff or they’d be like a house in the back, or a fence or whatever. And a lot of these are fully in nature. To be more mindful of it, you know, it’s hard to find places like that … but to appreciate it. | |||
| For a lot of the nature photos we saw in the US, there was a lot of Sectioned off areas like it was your individual property, but they were like a lot of fences and a lot of this isn’t belonging to everybody. This is my space. It belongs to me and a lot of these are very like everyone can have access to it, it’s open, it is pretty much go explore. | |||
| That friluftsliv, I’ve like thought about that a lot. Like, what does that mean? And like, what would that mean? Like that mindset and lifestyle, like going back in my life back home? But it’s like I could still have an open air life back home. Like I I could do that. I don’t have to. Like, be roaming everywhere to still have that you. | |||
| I feel like I could, like almost hear every single picture, like you could hear the water running or like the wind blowing and it kind of reminded me of like [author] and how he was like you, when he was like, ‘OK, now shut your eyes and then, like, listen, how far can you go? Like, how far can you hear? And like section off where you’re hearing?’ And I I feel like I can really see that In those pictures is like really just being mindful of, like all my other senses, and not just my sight. | |||
| My photos before had memeories, but these had much deeper connections and what I was doing that moment, these have something more to the memories. | |||
| Yes, of course it’s easier to like, say this being in a way where it’s like everywhere you look, you can like find beauty in any moment, like all of us had so many similar pictures of, like everything. But I think since we were looking for more We received it more. It’s like the more affectionate attention we were giving to nature, the more it was giving back. And even if it’s like super small like some of these pictures like the fountain, like we have fountains in the US or like stuff like that where it’s if we take that back, as long as we look, we can still find small little stuff that will make at least a little bit happier. | |||
| In Oklahoma, it’s like if I see like dandelion seeds and stuff, I’m like, oh, that’s just a weed. Like they’re so annoying because they’re going to spread everywhere and then always see our weeds. But then here, it’s like, it’s almost like they kind of, like, embrace it. Like, if they’re so beautiful when you see them like little fairies. But it’s like you, I never really fully noticed them before becasue I grew up and I was like, ‘Oh, those are weeds’ or when I was younger, I make a wish, but then growing up, it was like, oh, well, you’re going to want to pull those as soon as possible, or else they’re going to spread everywhere. | |||
| It might not be the most desirable thing where we’re from, but in other places it it’s truly beautiful. | |||
| I remember the first time we talked about dandelions, and immediately [author] responded, ‘oh yea, those can be used to make tea’, right, immediately like a connection in that way rather than, ‘Oh yea, that’s a weed, I’m gonna pull those next week. | |||
| Even like we’ve been kind of doing, like, oh, like the lupines are invasive, so they aren’t important and don’t have value where it’s like. That’s not true, though. They’re pretty just cause. Yeah. Like we ascribe value to non human things just kind of kind of arbitrarily. | |||
| Like there’s still part of the ecosystem. You know, every single organism has an importance, yea. It’s all part of the food web. Like as a white person in America, I’m invasive, but like I’m still part of the ecosystem, you know? Right. | |||
| Us as American, we’re like, ‘OK, how can I use this?’ And it’s not in a way like, oh, that makes tea, it’s ‘OK, I can cut down a tree and build my house like, you know, we are like, what can I get out of it?’ But rather, I feel like we’ve learned to look at it as like, what can I get out of it from, like looking at it, not using it. It’s like the ways that we use it. Use nature is so different from here. Like they still use it to make tea, but not as aggressive as we are. | |||
| People need to pause. I feel like that’s pretty common in the US also with driving and stuff like we get to point be as fast as we can. We don’t like, stop and smell the roses. I feel like we have such like, Americans have such a culture to, like, work and be like the most successful and like to have the best job … Here things don’t open until like 10:00. They get. They close early, they give you time to go. Enjoy the nature and really like, embrace the world that we live in rather than just like go let me go make like the most money that I can. Instead, it’s like happiness is kind of derived from how much time you spend in the outdoors. | |||
| It gives you a sense of adventure. It’s not so calm and still like. It’s like you’re intrigued. You’re like, oh, where is that going to? Where is it coming from? What can I do with it? It’s very active. | |||