Mathieu Farina argues that education must reconnect students with nature to address humanity's destructive relationship with life, as highlighted in his book Nous ne sommes pas en guerre avec le vivant.
Education and nature connection
Mathieu Farina, an educator at the INSPE in Limoges, argues in his book Nous ne sommes pas en guerre avec le vivant that society's reliance on biodiversity conflicts with its tendency to weaken it. He suggests that schools should do more than teach science—they should help students reconnect with their environment and develop an emotional bond with nature.War metaphor in health
Farina’s title was inspired by the "war" metaphor used during the pandemic and historical immunology, which often framed the body as fighting invaders. He points out, however, that practices aimed at eliminating pathogens can sometimes backfire, as microorganisms play crucial roles in human health.Broader ecological implications
This perspective extends beyond medicine to agriculture, fisheries, and forestry. Farina argues that society must move away from a conflictual relationship with life, a theme echoed by epidemiologist René Dubos, who noted that people are more focused on threats to their lives than on the biological forces that sustain them.Stories of nature’s interdependence
In his book, Farina uses stories of microbes, insects, and birds to illustrate the interconnectedness of life. He suggests that simply presenting scientific knowledge is not enough; it must be contextualized and made relevant to students’ lives, such as by highlighting the decline of species like the meadow pipit.Environmental impact of pesticides
Farina also discusses the use of insecticides against locusts, pointing out the indirect costs, including threats to human health and ecosystems. He advocates for sustainable agricultural practices that rely on natural interactions between organisms, rather than broad-spectrum biocides.Disconnection from nature
The disconnection from nature is both physical and cognitive, with fewer people experiencing it directly and less understanding of their dependence on it. Farina emphasizes the role of education in reversing this trend, suggesting that teaching should be more experiential and locally anchored to foster responsibility and environmental attachment.Science education gaps
While science curricula have made efforts to present biodiversity as a functional network, the integration of humans into these networks is often delayed until later education. Studies show that current teaching methods often fail to create a meaningful connection with the living world, using distant examples and abstract cases.Call for educational change
Farina advocates for a pedagogy that encourages students to take action in their local environment, grounded in both knowledge and emotional attachment. He acknowledges the challenges in implementing such changes, including the need for teacher training and overcoming structural constraints, but believes this approach can create powerful learning experiences for both educators and students.
