Skrifter från Forum för utomhuspedagogik No. 4
Friluftsliv
explored
BRITTA BRÜGGE
MATZ GLANTZ
KLAS SANDELL
THERESE LUNDQVIST JONES
ANDERS SZCZEPANSKI
PER ANDERSSON
An environmental and outdoor teaching approach
for knowledge, emotions and quality of life
Skrifter från Forum för utomhuspedagogik No. 4
Friluftsliv
explored
An environmental and outdoor
teaching approach for knowledge,
emotions and quality of life
EDS. BRITTA BRÜGGE, MATZ GLANTZ
KLAS SANDELL, THERESE LUNDQVIST JONES
ANDERS SZCZEPANSKI and PER ANDERSSON
TRANSLATION BY THERESE LUNDQVIST JONES
ISBN 978-91-7929-065-8 (print)
ISBN 978-91-7929-066-5 (PDF)
DOI: https://doi.org/10.3384/9789179290665
© Authors 2021
This English version is published by: Linköping
University Electronic Press 2021 and it is translated
from the Swedish edition ”Friluftslivets pedagogik
-för kunskap, känsla och livskvalitet” (Eds. Brügge,
Glantz & Sandell, 2018, Liber, Stockholm) by the
courtesy of the editors, authors and publisher.
Eds: Britta Brügge, Matz Glantz, Klas Sandell,
Therese Lundqvist Jones, Anders Szczepanski and
Per Andersson
Illustrations: Matz Glantz
First Edition
Copyright
This work is licensed under a Creative Commons Attribution 4.0 International License. (CC BY-NC 4.0)
Photos:
Ejderby, Sofia front cover
Glantz, Matz pg. 11, 113, 117, 165, 175, 190,
203, 217, 232, 243
Hadders, Anna//Regionsmuseet Kristianstad
pg. 47
Hegart, Josef pg. 214, 223
Johansson, Anders / Friluften pg. 6, 43
Lindborg, Hans pg. 63, 78, 210, 230
Lundborg, Camilla pg. 153
Lundin, Fredrik pg. 195
Lundqvist Jones, Therese pg. 169, 241
Nilsson, Inge pg. 141
Olausson, Daniel/Mediatales pg. 7, 49, 55, 61,
110,
133, 160, 198
Sandell, Klas pg. 1, 29, 72, 79, 87, 99, 106,
138, 151, 158, 176, 200, 205, 237, 285
The Swedish edition endorsed by: Friluftsfrämjandet, Scouterna, Argaladei, Håll Sverige Rent, Centrum
för naturvägledning, Skogen i Skolan, Naturskoleföreningen and Forum för utomhuspedagogik at Linköpings universitet.
It’s a challenge to translate a book that embraces so many fields, from poetry and history to ecology and
pedagogics. Additionally, since it covers practices with deeply rooted cultural connections, such as friluftsliv, it is sometimes difficult to decide what is the most suitable expression to use. If you have an opinion or
suggestion regarding the translation of this book , please let us know via Therese Lundqvist-Jones
<therese.lundqvist.jones@liu.se>.
1
Content
Eco… 79
Sustainable development 81
My body – a meeting with nature 85
Preface 4
Translator’s note 5
Suggestions for activities 6
5. The history of the landscape 87
– About basic environmental relationships
1. Warm, dry, well fed and happy 7
BRITTA BRÜGGE AND KLAS SANDELL
– About basic frilufts techniques
The natural landscape 87
The Cultural Landscape 91
Village landscape 92
The modernising of the landscape 93
From diversity to monoculture 99
Characters 105
BRITTA BRÜGGE
Warm and dry 7
Well fed 9
Hygiene 13
Axe, knife and saw 14
Light and Fire 16
Find your way 18
Sleep 21
Journey within your limitations 22
What to bring 27
6. Deep forests 110
– About the forest as a landscape and a friluftsliv
environment
BRITTA BRÜGGE AND KARL ERIC KARLSSON
2. From a natural life to friluftsliv 29
Forests for business, nature or friluftsliv? 110
Aspen tells of the natural forest 112
The Friluftsliv forest 115
Pine and Spruce 120
The birch 122
Beech and oak forests 124
Characters 127
– About the long history of mankind in nature
KLAS SANDELL
Lundös northern tip 29
To master nature? 31
The wind increases – a breaking point 34
Different Frilufts styles and Frilufts motives 37
Natures value and its use 48
7. Wet waters 133
– About lakes and waters as a landscape and a friluftsliv
environment
3. Pedagogics, didactics and leadership 49
– About didactics and being a teacher or a leader
in nature
KURT OLSSON
Lakes and bogs 133
Nutrient poor lakes 137
Nutrient rich lakes 140
Moving water 143
The canoe wave 144
Characters 146
BRITTA BRÜGGE AND ANDERS SZCZEPANSKI
Let nature become a possibility 49
The didactics of outdoor education 51
To be a frilufts leader - learning outdoors 56
Group Friluftsliv 62
To grip – in order to grasp 68
Hike 71
The roots and the branches of outdoor teaching 73
8. Wide coasts 151
– About the coastline as a landscape and a friluftsliv
environment
4. Ecology, human ecology and sustainable
development 79
RONNIE STÅHLE AND KLAS SANDELL
– About basic knowledge of nature
Our coasts 151
Coastal nature types 152
KLAS SANDELL
2
13. Planning for friluftsliv 232
The plants and animals of the beach 156
Friluftsliv by the coast 158
Characters 161
– About different ways of using friluftsliv as a teaching
method
9. High mountains 165
BRITTA BRÜGGE, MATZ GLANTZ AND STEPHAN SVENNING
– About the mountains as a landscape and a friluftsliv
environment
The possibilities of friluftsliv within different subject
areas 232
Making Friluftsliv have an affinity with nature 234
Light a fire, eat and live 236
Handicraft close to nature 240
The year of Friluftsliv 248
Theme days 250
Create your own outdoor equipment 253
ANDERS NILSSON AND KLAS SANDELL
The mountain landscape 165
From Mountain Birch to high mountains 166
The Sami 169
Space for all? 171
Characters 172
The Right of Public Access (allemansrätten) 256
10. Suburban frilufstliv 175
More inspiration 258
– About the cities as a landscape and a friluftsliv
environment
About Friluftsliv research 263
MATZ GLANTZ, PATRIK GRAHN AND PER HEDBERG
KLAS SANDELL
From countryside to urban life 175
The nature of the city 179
Play and learning environments close to nature 182
Outdoor Camp 191
Nature schools 197
Characters 201
References and Lists 269
References 269
The authors 274
Poems and other citations 276
Biological Species list 281
Activity Tips 285
11. Friluftsliv, health and quality of life 203
– About friluftsliv as a method for health
MIKAEL QUENNERSTEDT, MARIE ÖHMAN AND JOHAN ÖHMAN
Additional material
Health and contact with nature 203
Perspectives on health 205
Friluftsliv and health 210
ROGER ISBERG, EBBA LISBERG JENSEN, ANDERS JOHANSSON,
ANNA MALMSTRÖM, PERNILLA OUIS, EVA SANDBERG, KLAS
SANDELL, PETER SCHANTZ, AMMI WOHLIN, PETTER ÅKERBLOM
AND JOHAN ÖHMAN
12. Friluftsliv close to nature – an environmental
learning opportunity 217
Meeting with the Swedish nature 46
To be a leader 60
A croft adventure 94
Sweden’s first national city park 103
Forests as a learning environment 185
Increasing educational quality 187
Nature interpretation – about revealing the hidden stories of
the landscape 195
Discovering technologies 199
The importance of meeting with nature in education for
sustainable development 230
– About friluftsliv as a method for environmental
concern
KLAS SANDELL
Environmental questions and environmental
commitment 217
A borderless environment - but different environmental
problems 220
Friluftsliv and environmental teaching 222
The practical teaching of environmental activities 228
3
Preface for the Swedish edition
Not least, we hope that Friluftsliv explored will work as
the book which you in your work or in your leadership,
grab when you need to say something about “trees”
or “nutrient poor lakes”, need a final poem or a game,
some activity tip on the theme of “the fire” or “rubbish” or some discussion points ahead of a programme
on “our responsibility for the environment”.
This book is about using the outdoor environment, the
natural and the cultural landscape and tangible outdoor
experiences as a teaching method. It was published for
the first time in 1999 and was so positively received that
we have had the chance to make a fifth revised edition.
The environmental and natural resource problems of
today are obviously important reasons for an increased
interest in making a book about the teaching of friluftsliv. Equally important motivations are the life enhancing qualities and teaching opportunities across many
subjects that friluftsliv offers. In the end, a conscious
friluftliv, close to nature becomes a way of life. It becomes a profound approach to yourself, your body and
the weave of nature and culture that can be found in our
surroundings. In this manner, a conscious friluftsliv ties
together many of the knowledge and attitude goals that
should permeate child care, school, after school activities, clubs and sustainable tourism.
Just like a good outdoor experience, the book starts
with the need for a basic practical outdoor knowledge
that makes it possible to reflect on why you are out in
nature and what educational values can be found there.
The book then covers different landscapes, as well as
specific aims of friluftsliv, such as health and environment. It’s important for all who work professionally
within this field to relate their activities to the current
policy documents and national curriculum. A recurring
theme throughout the different chapters of the book is
the need for both knowledge and emotion in friluftsliv
as a teaching method. The knowledge is about our most
common types of landscape, ecological context and
typical species. But just as important is a feeling for the
historic, social and educational context that friluftsliv
is a part of.
-Good luck, we’ll see you
by the camp fires!
Bänorp, Umeå and Äskholm February 2018
BRITTA, MATZ AND KLAS
Education is not so much
a question about gathering as
much as possible into a basket
for your own use, but rather to
become broadened so as to
more and more live in the world.
ROGER ISBERG
4
Translator’s note
Friluftsliv to “Open air living” does not come close to
reflecting the scope or emotive power of the word in
Swedish. The translator, with the editors’ agreement,
has therefore kept the word Friluftsliv throughout the
book. The word “pedagogik” in Swedish is widely understood by most of the population, whereas to an English speaker the word “pedagogic” is mostly meaningful
to those who work in education. Since the book covers
the subject of friluftsliv in depth and from many different perspectives it was felt that “Friluftsliv explored,
an environmental and outdoor teaching approach for
knowledge, emotions and quality of life” reflects the
content of the book.
Where animal or plant species have been described in
the book the translator decided to add their scientific
names (usually given at genus and species level) as well
as the English common name. At the end of the book
(on page 279) all the species referred to are listed, with
their English as well as their scientific name (e.g. Great
tit, Parus major). This should enable the reader to verify
which organism is being considered and to find them in
their own language if they wish.
With a passion for the outdoors and an interest in all
things natural, the translator likes to think of herself as
living a Friluftsliv lifestyle. Working on this book has
shown how much more can be done, and I have learnt
many new and useful things. The book seems as relevant today as when it was first written and serves as a
poignant reminder of the beauty and frailty of the natural world and our roles and responsibilities as a species
within it.
This book was translated from Swedish into English
with the help of funding from the organization Friluftsfrämjandet, as part of the initiative “The year of Friluftsliv” in 2021, and in agreement with the editors and
publisher of the Swedish version. Publication has been
made possible with the help of Linköping university.
With each chapter the translator has tried to remain faithful to the meaning and intent of the original author’s
text, whilst attempting to make it as clear and easy to
read as possible. There has been no attempt to modernise the book itself or to introduce new material. The
many poems and quotations have been loosely translated and some poems have been left in their original
language as it was felt a translation would not do them
justice.
As this is a translation of the 2018 edition (i.e. 5th
Swedish ed.), the authors presentations are true to the
positions and work titles at the time the Swedish book
was published. The references used in the book are those
of the 2018 edition and have not been updated, except
that a few references have been added by the authors to
the relevant chapters in “more inspiration” on page 258
(and consistently added in the list of references).
The motivation behind this translation came from a
belief that exchange students, students with a foreign
background as well as visitors to Sweden and newly arrived Swedes with an interest in the outdoors, would
find an English version of the book useful. This book
may also be of interest to anyone worldwide interested
in the friluftsliv approach to the outdoors as a teaching
environment. With this in mind, long or complicated
words and phrases have been avoided, recognizing that
English may not be the reader’s mother tongue. The
Swedish title of the book “Friluftslivets pedagogik”
provided the first challenge. The literal translation of
Söderköping, August 2021
THERESE LUNDQVIST-JONES
5
Suggestions for
activities
Throughout this book there are a number of suggested activities listed on
Page 280 together with appropriate
key words. These activities can be used
to teach various topics in schools and
pre-schools as well as in voluntary organisations. They can be adapted to suit
groups of different ages and situations.
After doing the exercises with a group,
it is worthwhile reflecting and discussing
the activity and it´s content. Didactics
(the theory and practical application of
teaching and learning) should always be
present in everything you do.
In chapter 3, (pedagogics, didactics
and leadership) and chapter 13 (planning for friluftsliv) you will find more
information about how to plan longer
programmes. Here there are activities
suited to different seasons and themes as
well as craftwork. The book is loosely
based on the Swedish School National
Curriculum.
Sustainable development is a key concept for today’s society. Through our
children we shape the future. It is therefore essential that they have knowledge
and understanding of both nature and
culture.
The suggested activities are meant to
inspire and to educate. They encourage curiosity, knowledge, environmental
awareness, quality of life and not least
the happiness of “just being”.
Enjoy!
6
Warm, dry, well fed and happy
– Basic frilufts techniques
BY BRITTA BRÜGGE
Warm and dry
The benefits of friluftsliv skills
The principle of layering your clothes
In this chapter we introduce some basic frilufts techniques. Although friluftsliv is not
only about skills, it is useful to have some
knowledge to enhance your enjoyment of
being out in the outdoors. A wet, cold and
hungry person doesn’t care at all about beautiful flowers, exciting ruins or interesting
ants. Furthermore, if one is lost or injured,
friluftsliv can quickly become something negative.
Staying warm and dry is a key to enjoying
the outdoors. The secret of keeping warm
is to regulate clothing so that you neither
sweat nor freeze. This is most easily done by
dressing according to the “multiple layering
(or onion) principle” with many thin layers
instead of one thick one. Clothes should be
easy to put on and take off. When walking
or doing other exercises it’s important to
keep warm without sweating. Always bring
extra clothes to retain body heat when you
stop for a break.
This chapter presents basic knowledge
mainly applicable to friluftsliv in forest areas during spring, summer and autumn. Key
subjects include clothing, food and cooking,
personal hygiene, use of an axe, knife and
saw, making fires, navigation, sleeping out
overnight, safety issues and equipment.
Further knowledge is required in water
environments, on the coast and in mountains as well as during winter and will be described in later chapters. Bear in mind that
you learn friluftsliv techniques by living an
outdoor life.
The clothes should not be too precious and
they should be comfortable and practical. To
protect against the wind one should have a
windproof jacket, anorak or other shell top.
Today there are many good materials made
from artificial fibres. Often, wool or cotton
is considered to be the best choice. Wool retains heat even when it’s wet and it is a natural material that doesn’t deplete the planet’s
resources. You can find underwear (that doesn’t itch!) socks and jumpers made of wool.
Cotton is good when it is dry. The drawback
with cotton is that it attracts moisture which
then cools you. By having breathable ther-
7
Pack bags
(about sewing pack bags)
It can be a good idea to pack
your belongings in different coloured material bags. Using different
coloured string or macramé one
can easily add a personal touch.
Sometimes, when you need
something from your luggage and
it’s dark it can be useful to have
bags made of different materials
so you can easily feel which one
you need.
Reflection: Sewing bags for your
food, toiletries, socks etc. is a
craft that you can do once you’ve
learnt to use a sewing machine.
The bags help you organise your
equipment and can be useful,
both for the beginner and the
more experienced.
A material bag outside a plastic
bag can be useful for loose goods
such as dried fruit, flour, coffee
and other cooking ingredients.
The material bag protects the
plastic bag from breaking. Even
sweets for encouragement have
their place in a specially designed
material bag.
To keep your feet warm and dry you need
strong boots or wellies. It’s important that
your feet are comfortable but the choice is
down to personal preference. A pair of light
shoes (for example sandals, plimsolls or
moccasins) can be nice to wear in camp and
give your feet a rest.
Wind-proof jacket
Thin jumper
Shirt
Thermal base layer top
Underpants
Rain clothes
Thermal leggings
To keep dry when it rains, good rain clothes
are a must. There are many different qualities and types and the type of use and your
budget affect the choice. Whichever rain
clothes one chooses, it is most important
that it “breathes” and can ventilate properly. If it doesn’t you will get wet from the
inside by condensation created from the
heat of your body. Remember to put on rain
clothes before the rain arrives! It is by being
dry, underneath the rain cover, that keeps
you warm. A pair of rain trousers can also
be good to pull on when you go out in the
evening or in the early morning dew.
Wind-proof trousers
mal underwear closest to the body it is easier
to keep warm and dry.
Important small items
Hats, gloves and scarves are important items
to keep you warm and regulate your temperature. A woollen hat reinforced with
a windproof hat keeps the cold away for
a long time. A great deal of the heat from
the body is lost through the head where the
blood vessels are very superficial. The saying
“put a hat on when your feet are cold” actually works in practice. The hat can also be
used as a nightcap.
When dressing for rain it’s good to apply the principle of roof tiles and put your
overtrousers outside your wellies, the jacket outside the trousers and the sou’wester’s
brim outside the neckline. The rain jacket
hood often limits freedom of movement so a
sou’wester may be preferred.
Gloves need to have long cuffs to keep
your wrists warm. Mittens are warmer than
gloves with fingers. When you’re making a
fire or doing other manual work you might
also choose to use working gloves. The scarf
can be used to make small adjustments to
ventilation and warmth. By opening the neck
when you are too warm you let out heat, and
by wrapping up tight when you are cold you
can reduce heat loss.
To sit on and under
The insulation of a sitmat is important so as
not to get cold when sitting on the ground.
Apart from bought ones there are many
other variants you can make yourself: one
made out of carded wool, newspapers in a
plastic bag or a cut up bit of sleep mat with
elastic added (to hang around your waist
and therefore always have handy).
8
A wind shelter or a tarp in reserve, even on
day trips, can be worth its weight in gold.
compromised due to hunger or lack of fluid!
It is important to stop in time and not only
when you are hungry - then it is too late!
As a rule, to break and make food takes at
least 30 to 45 minutes. Therefore, make it a
habit to include that margin when you are
planning an activity or a hike. It is easy to
say: “there are only 3 km left, we will manage that before we take a break!” For many
people, those last kilometres are the hardest
of the day! Also, bear in mind that it is often
the strong ones who want to go the whole
way. Those who don’t have the same energy,
haven’t got the courage to protest.
The most important outdoor clothing
•
•
•
•
•
•
•
•
•
•
A thin undershirt
Shirt
A lighter jacket (anorak)
Underwear
Long trousers (preferably not jeans since
they are hard to dry if they become wet)
Thin socks
Warm socks
Boots (or wellies)
Hat
Extra clothing: a jumper (to put on when
you stop), scarf, gloves, long johns (can
be useful even in summer), rain clothes
and lighter shoes.
Water – a fundamental for life
The most important thing for feeling good
is water. We need to drink at least 2 ½ L
of fluid a day, in the form of clean water,
juice, soup or similar. Spread out the intake of fluids over the day - drink often! It is
better to drink warm fluids rather than cold,
even in summer. The ice cold water of the
mountain stream, whilst uplifting to drink,
takes lots of energy to heat up in the stomach. Drink a little at a time and warm it in
your mouth. Those who drink too little generally feel everything is hard work, are uninterested and often complain of a headache.
Symptoms can appear after only half a day
with too little fluid. Therefore, it is important to drink, even if you don’t feel thirsty,
especially during warm summer days!
Well Fed
Food at the right time
After keeping warm and dry, water and
food are the next most important things to
consider in the outdoors. Hunger reduces
energy and morale. Decisions taken can often be hasty. Many accidents in friluftsliv
have been due to lack of food and water.
Children tend to prefer regular meal times
and are often dependent on them. It is therefore recommended to keep to expected
meal times even when you’re out in nature.
Always have some fruit handy as a snack or
a reserve. As a leader, it is also important to
eat and drink enough yourself. You never
know when something might happen and
you will have to make important decisions.
At those times your judgement must not be
What to eat?
What and how much to eat depends entirely
on the group (teenagers eat much more than
10-year-olds). It is important to have food
that everyone eats and that is easily cooked.
Children are often suspicious of unusual me-
9
The multifunctional
board
(making your own hike board)
The hike board is an invaluable
piece of equipment. You can
easily make one yourself. Take a
plywood board (about 35 x 25 cm
and 3 to 5 mm thick as it has to
be able to fit in your luggage) and
round the corners and edges with
sandpaper. It can be oiled (half
linseed oil and half turpentine) or it
can be varnished. The hike board
can be used for nearly everything.
On the board you can mark out
a game, measurements or write
your name. The board can also be
made round so that it fits inside
your stove. If you make holes in
one edge you could also make
you use it to sieve pasta or drain
water from a pan.
Reflection: As the hike board
is so useful (everything from a
cutting board to digging in the
snow) it gives happiness and pride
if you’ve made it yourself. It’s easy
to make. You don’t need to have
special woodworking knowledge
and you can see the results
straight away.
Forest Stew
(about healthy food that is
easy to carry)
By using home dried ingredients
in your outdoor cooking, you
can combine healthy food with a
lightweight pack. Prepare for the
trip by drying vegetables for your
forest stew. Weigh the ingredients
before and after drying, then you
will be aware how much water
one carries unnecessarily. When
you are cooking dried vegetables
be sure to place them in boiling
water!
Boil a litre of water (for extra
taste add some stock) add two
tomatoes. Peel and cut four
potatoes and four carrots and
par boil them. Add chopped leeks
and a cup of nettles (the tastiest
are the young shoots, but the top
leaves on big nettles can also be
used). The soup should be boiled
until everything is soft. Add salt
and pepper to flavour. If you have
used dried ingredients let the
soup stand for a while before you
eat it.
Reflection: Cooking the forest
stew includes many different
tasks, meaning that more people
can help. It gives training in
co-operation, where you also do
things for others. By taking part
in the preparation (such as drying
or peeling) everyone knows what
is in the food. This means it will
be more readily accepted when it
is served.
als, let them take part in the preparation. For
those more accustomed to the outdoors, it is
exciting to be creative and to try new dishes.
But even for such a group it is important to
have easily cooked and quick food in reserve. After a paddling trip in pouring rain, it is
nice to get something warm in your stomach
quickly. Furthermore, it’s essential to know
the correct food (and food times) for diabetics or those with a special diet in the group.
Cooking – a part of the programme
Being able to cook food is important for everyone who enjoys friluftsliv. Therefore start
training as early as possible. Even eight-yearolds can manage their own cooking under
safe leadership and with plenty of time. To
make food takes time and it is important that
it is allowed to take the time that it requires!
Our outdoor activities often have such a
busy program that meals are served readmade to save time. What is more important:
practising making a fire and cooking food
or going for a walk in nature with general
knowledge questions at a series of checkpoints (called a Tips Promenade in Swedish).
Meals and cooking are an important part
of friluftsliv. One does something together
and for each other, learning at the same time
consideration for others, responsibility and
a feeling of community spirit. It is also good
training to set the table nicely (even if it’s on
the grass), make sure that everyone eats at
the same time, and shares the food so there
is enough for all. It encourages a community
feeling that is often missing in the microwave kitchen. The communal meal also gives a
chance for the leader to see that everybody
is eating. If someone doesn’t like the food,
10
then make sure he or she still gets to eat
something! (A sandwich is better than an
empty stomach).
Through food one has the chance to include a little cultural history. What did people
eat in the old days? How did they preserve
food without a freezer? What traditions are
associated with different food dishes? Every
landscape has its own dish. What’s yours?
Nearly all food can be made outdoors.
Use local produce as much as possible!
Homemade potato mash is often a positive
surprise. Does it really take time to peel potatoes? What is the best use of “our time”?
Dried Food
To dry ones own food is exciting! Everything can be dried. Summer strawberries
can be enjoyed during the winter hike just
as dried potatoes and leek makes a warming
soup. Make sure to dry fruit and vegetables
when they are cheap, then you save money.
Why not try to grow them yourself?
Some advice with drying food: always use
prime first class ingredients. Cut the fruit
and vegetables into small pieces. The smaller
the pieces the faster the drying. Root vegetables should be parboiled (cooked until they
are half soft) before being dried. Drying can
be done indoors or outdoors, but the things
that are being dried should be hung up or
Easy cooking
Frying pan bread
(about baking bread in a
frying pan)
1 teaspoon of salt
3 teaspoons of baking powder
3 dl rye flour
8 dl wheat flour
5 dl Filmjölk (soured milk/yoghurt) 75 g margarine
(1 dl = one decilitre =
100 mL. )
water for many hours before using. To dry
your own food is an exciting exercise and it
becomes more fun with experience.
Variation and reserve
When living in camp or on longer journeys
the food menu should be as varied as possible. Think about having reserve food to
add variety. Many people experience problems with their stomachs with a change
of environment and then prunes may have
a loosening effect and blueberry soup can
make stools firmer.
Bringing out the sweet bag when it’s starting to feel heavy is a sure way to make
yourself popular. A goody bag ought to be
included in your packing. It can contain raisins, chocolate or other sweets that give an
extra energy kick when blood sugar levels
are starting to fall. In your pack there should
also be emergency rations, for example a
bar of chocolate that should never be eaten
during the trip! You won’t know until you
get home if it was needed! When the stove
11
Reflection: Frying pan bread
can be an alternative to the stick
bread. It’s quicker to bake, it’s
easier to get baked through and
is a good bread to eat with food.
The dough can also be baked on a
warm stick as a stick bread or on
a hot stone.
Fruit kebab
(about grilling fruit)
Alternate pieces of banana, apple
and pineapple on a thin stick.
The stick is then grilled over the
embers. It’s extra nice if you add
chocolate or toffee sauce. This
kebab can be a useful alternative
to sweets.
▼
spread out so that the air gets to them. The
place should be warm, dark, dry and airy.
Fruit and leafy greens can be dried in the
sun when it is nice weather. One can also
use different sources of heat, for example
close to a boiler, by a radiator, on top of the
fridge or in a normal oven. Caution! When
drying in the oven the oven door must be
ajar, so that the moisture can escape. If possible dry food on the grate. The oven temperature should not exceed 50°C. For some
vegetables, for example tomatoes, the result
is best if you start by drying them in the
oven so that most of the water disappears.
When do you know if it’s dry enough?
Root vegetables should feel really hard.
Leaves should be easy to crumble. Stalks
should feel like fresh wood. Berries should
be hard. Fruit should often be stretchy and
leathery.
When preparing it is important that one
shocks the dried things. That means to pour
the vegetables a little at a time into boiling
water. The alternative is to stand them in
Mix the salt, baking powder, rice
flour and five decilitres of wheat
flour. Add the filmjölk and mix.
Add melted margarine and enough
of the flour so you can work the
dough. Split the dough into small
pieces and flatten them into cakes
(the thinner the better).
Cook them in a hot frying pan. Avoid spilling flour in the frying pan
as burnt flour has a nasty taste.
Paper Fish
(about making fish in newspaper)
De-bone the fish (pike, perch,
mackerel, salmon, or cod). Add
salt and fill the fish with tomatoes
and dill (juniper twigs also work
well). Wrap the fish in many layers
of wet newspaper. The bigger the
fish, the more layers you need.
For a single portion of fish you
need six pieces of newspaper.
Place the package of fish in the
embers. When the newspaper is
burned the fish is done.
Reflection: Fish cooked this way
is extra nice to eat for those who
have not tried it before. The filling
can be varied with whatever you
have brought. So here there is a
space for your own combinations.
Cheese on a stick
(about making cheese and
bacon over the embers)
Cube the cheese. Make packages
of one cube of cheese with a
piece of bacon wrapped around
it. Thread the packages on a thin
stick and grill until the cheese
starts to melt.
Potato omlette
(about mushroom omlette in
potato)
Serves four; one large potato per
person. Two slices of ham, one
egg, salt, pepper. Half the potato
so it has a “lid”. Dig out the
potato contents and cut what you
have taken out into small pieces
together with the ham. Whisk
the egg lightly and add the ham
and potato. Season with salt and
has been cleaned after the trip then you can
enjoy the chocolate knowing that everything
went well!
Food and the environment
Through our food we can come closer to
other important areas of concern to us. It’s
not difficult to get a global perspective of
ourselves and those of other countries. Today other customs and ways of living are
not far away. The TV projects its pictures
directly into the kitchen and there are many
opportunities to take up and discuss what
we have seen.
Thoughts to action doesn’t have to be a
big step! The food can also prompt us to
think about environmental questions. What
do we do for the environment? Are we shopping for locally produced vegetables? Are we
reducing the transport need by baking our
own bread? Are we cooking food instead of
buying it ready made?
Cooking
The cooking of food in friluftsliv normally happens over an open fire or on a camp
stove. These can have different fuels, for
example gas, petrol, paraffin or alcohol.
Camp stoves are the most common cooker
where the fuel is methylated spirit (T-sprit in
Swedish). This is also the stove that creates
most accidents. Some advice when one is
using a cooker:
• Place the stove on something stable.
• Never play or run where are you are making food.
• Always be sure that the burner is empty
and has cooled before you refuel it.
• Take out the burner using your hand
without a glove when refuelling. Then you
12
don’t risk that the burner is too warm and
neither that the methylated spirit is spilt
and ends up underneath the stove where
it can start a fire.
• An extra burner can help with safety.
Then there is always one that is cold!
• Only use the normal methylated spirit
(T-sprit or Tenol).
• Always store the methylated spirit in a so
called “safety bottle”!
• If an accident happens: extinguish the flames by suffocating them!
• Let the burner keep burning when the stove is not supposed to be used any more.
Any remaining alcohol left in the burner
often spills into the pot and then ruins the
next meal. The burner should always be
kept in a bag to stop it corroding the aluminium pot.
To preserve the cooking experiences it is
worthwhile to have a group cookbook with
your own tested recipes. By placing the responsibility of cooking with the group you
achieve training in planning, shopping and
looking after others. In the whole process of
planning, preparing and cooking food everyone can have a chance to take part.
Hygiene
Best practice
Toilet practice and personal hygeine… something natural that we all do every day at
home. But in the forest?
These are things that the experienced outdoors person doesn’t find difficult, but for
the novice can be a hindrance or a reason
Personal washing
not to come on a trip. It is therefore important to teach how to go to the toilet and at
the same time talk about the importance of
hygiene, not least whilst cooking.
In former times one dug a big hole that
you sat over, on a log. These collective latrines are no longer allowed in Sweden. If you
decide you need a collective toilet then you
need to get portable toilets (or other alternatives) and make arrangements to have them
delivered and picked up.
It is important to explain, both to children
and adults, how one goes to the toilet in the
outdoors. Place the poo spade (the one for
digging the hole) in a place where everyone
knows where it is. As a leader show that you
use that spade too!
Many people get headaches when in the
Upon arrival at the base camp or the overnight place it is important to decide which
areas will used for the girls and boys toilets
respectively. Decide also on suitable places
for washing up, swimming and personal
washing. It’s important to have designated
washing places for both boys and girls. Having your period whilst out in the forest can
be rather demanding. Then it is reassuring to
be able to wash oneself in peace and quiet.
It is also important to remind the boys to
wash their bottoms. After a long day’s walk
it is necessary to wash away all sweat, dry
oneself fully and put on clean, dry sleeping
clothes before crawling into the sleeping
bag. Water isn’t always available and then
wet wipes are a good solution. Mosquito wipes have also their advantages.
Good advice to both women and men leaders is to have some sanitary towels in their
pack. Today it is not uncommon for menstruation to start when girls are in their early
teens. Naturally, this will happen during the
hike or at camp! It is then important to be
prepared that it doesn’t become a bigger issue. To have a male leader in this situation
isn’t always easy for the girl. It is more common that a friend becomes a go between. But
outdoors. The reasons can be many but the
most common are too little water, irregular
food times, not enough sleep or that they haven’t been to the toilet.
13
pepper. Pour the mixture into the
potatoes, add the “lid” and “lock”
it with some sticks. Place the
potatoes in the embers. When the
egg is hard the food is ready.
Guided poo trip.
(about showing good places
to dig and poo)
How do you find a toilet in the
forest? Split the group into a
boys and a girls’ group. Decide
which direction each group should
walk. Bring the spade. (Use a
garden spade for lighter packing).
Discuss what could be seen as a
“good toilet place” with a pleasant
view, no ability to be seen, and
good ground for digging. De-dramatise the whole experience.
Show where you can dig, how
deep it should be and then how
you fill up the hole afterwards. Sometimes you could instead turn up
a big stone to make a trench. The
stone is then replaced, effectively
hiding all traces, and stopping curious animals from digging there.
Consider marking the place with
a stick to show where you been.
Let the participants try to dig for
themselves. Keep the spade in
an accessible place and be open
when you are going to use the
toilet yourself. All this is done to
show that going to the toilet is
natural and something that one
should do every day (some try and
avoid it and then have problems
with their stomach, a headache
and can become irritated).
Money in your pocket
(about creating or improving
your outdoor equipment)
When you are talking about equipment discuss various materials,
ecological functions and how you
can save money by having the
right equipment. An extra pocket
in your trousers is easily made by
cutting off the legs from an old
pair of trousers and sewing on the
cut-off bits to your outdoor trousers. Worn finger gloves become
particularly good working gloves
by cutting off all the fingers and
securing the ends. You then end
up with a warm hand at the same
time as your fingers are free. Sew
or card wool to make your own sit
mat. Look after your hiking boots,
take care of your rucksack, sharpen your knives, and sew bags
for the stove.
Reflection: by looking after your
own outdoor equipment, you have
the chance to consider your place
in the world. What can I do for
myself? What do I have to buy?
Are there alternatives? How can I
improve my existing equipment?
It is hard to throw away things
that you have cared for or made
yourself. You get a personal relationship with your equipment so
you will take good care of it whilst
also considering the environment.
through understanding and being natural it
normally sorts itself out.
On an extended camp at one location you
need to have a special tent for intimate washing. Both male and female leaders
should use it to set an example. Washing
possibilities can be crucial for those who
come from different cultures. This also applies if we are living in a wind shelter or a
tent. For many people a mixed way of living
is totally unthinkable.
Axe, Knife and Saw
Good Friends
Axe, knife and saw are good friends in the
forest. They should be treated with care and
respect. Through looking after them well,
one can use them for many years. It is important that they are sharp - blunt tools are
harder to work with and increase the risk
of injury. All tools should always have their
blade covered when they are not being used.
They should also be hung up to avoid becoming damp, which causes them to rust. Left
lying on the ground they could also cause injury if somebody runs into them.
There are many different knives and axes.
It is the activity that decides which tool one
chooses. In daily friluftsliv it’s enough to use
a sheath knife and an axe. The knife should
sit well in your hand. To protect the hand
from gliding down over the blade it could
have a guard bar.
To whittle is something that nearly every
child finds exciting. To allow even the younger children to practise a special childs knife
14
can be a good tool. By cutting off the tip of
a normal knife blade and filing it so that it
has a blunt tip and is about 6 cm long, you
can make a child-friendly knife.
To create a special place where there is
peace and quiet makes it easier both for the
leader and for the child. When one whittles it is important not to sit too close to
each other. Sitting on your knees whilst you
whittle reduces the risk of cutting yourself in
the leg, if you happen to slip. See tips about
the best techniques in chapter 13, “planning
for friluftsliv”.
The knife should always be in its sheath
when it is not being used. If you lend somebody your knife it is important to know how
you hand it over. Turn the handle towards
the receiver and hold the blade between
your fingers with its back towards your
hand, or hand it over in an open hand. The
safest way is to hand over the knife whilst
it’s still in the sheath. It is forbidden to carry
a knife in public places! Leave it in your luggage until you get to the forest and need it!
Axe in its place
The axe is carried by holding the axe head.
The blade should be facing backwards so
that no-one could walk into it and the shaft
upwards to avoid it getting “tangled” in nature. When one hands it over you hold the
axe head and hand over the shaft.
To create a special place for chopping
wood in your friluftsliv place or hike should
come as naturally as making a fireplace.
Clear the place and take away any branches
that are in the way. There should also be a
wooden block and/or a tree stump that you
can use whilst chopping, as well as, if you’re
staying for a long time, a saw horse. For safety there should be no running or playing
in the area designated for tools and wood
chopping.
The chopping bench is safer than a block
of wood when one is not so used to using an
axe. To make one you need two logs about
a metre long. One of the logs can possibly
be split into two halves and planed on the
rounded side so it sits well. The logs are
placed next to each other with the whole
one (or the bigger log) closest to the chopper and are anchored to the ground with
some pegs to hold them still. When chopping wood, place the wood on top of the
flat bench and the person chopping stands
behind the rounded log. It’s safest to kneel whilst chopping. If you miss the wood
the axe blade will end up in the halved or
rounded log. The most important thing is to
learn correct and safe technique.
So as not to forget to bring the chopping
block or the bench when going on the camp
(it is not always easy to find one at the camp
place) it is a good idea to have the group’s
own chopping block that may be ceremoniously decorated with some symbol. Eventually it will surely bring to mind many fine
camp memories.
By the chopping place or nearby (preferably sheltered from the rain) there should
also be a place where the axe and the saw
are kept when they’re not being used, as
well as a file and a sharpening stone to keep
the tools sharp. So they don’t rust, every
now and then they need to be smeared with
grease. Bringing some extra sawblades is something that can make sawing a pure joy.
Well kept tools are important for a good fri-
Protection for the axe
luftsliv! Therefore, make sure that the group
feel ownership of their tools! It is then with
pride that one shows the newly sharpened
axe and the homemade sheath. To take care
of your own things and improve the equipment can give you a feeling of responsibility and satisfaction. It also creates moments
when one plans and “dreams” about the
next journey or hike.
(about how to make a cover
from leather)
All axes should have a cover
that protects the blade. These
can easily be made yourself
using strong leather. Look at the
pictures below and add your own
distinctive touch to the cover, for
example with a symbol or some
other decoration.
1. Place the axe on a piece of leather
and draw a pattern about 1 cm from
the head of the axe.
The back of the
axe head.
Extra piece
of leather (X)
(as a spacer)
Locking strap
Reflection: the personal blade
cover is something that you have
made yourself, therefore you will
use it and take care of where you
store the axe when you are not
using it.
Hole for locking
strap.
(X)
2. Make holes for the leather twine along the sides
as shown in the figure.
15
3. Sew a locking strap onto
the back.
4. Tied together with the
leather twine. The axe head
can also be sewn with linen
thread.
Light and Fire
Best friend and worst enemy
Light in the darkness
(about making a candle stick)
A candlestick is nice to have when
you want it extra cosy. But ensure
that the candlestick does not start
burning if the candle is short or
slips from its fastening and ends
up in the grass. No lit candles
are of course allowed to be left
un-watched. Take a stick (the
length depends on how high you
want your candlestick). Crack the
stick at the thicker end and carve
a point at the thin end so you can
press it down into the ground.
Wrap a piece of leather (or
alternatively birch bark or a long
piece of grass) around the candle
so that there is leather left over to
press into the crack of the stick.
Tighten it so that the candle sits
securely. Another alternative is to
cut the stick with a cross and hold
the cross open with two sticks so
that the opening is just the right
size for the candle. Decorate your
candle stick with your knife!
Reflection: Carving to create
something nearly always brings
happiness. If you can also make
something that is useful it is even
better. A candlestick can be used
to spread light and create a cozy
atmosphere in the darkness as
well as giving children an opportunity for whittling.
For at least 500,000 years people have sat
around the fire and learnt successively to
manage it. The fire gave warmth security and
with its help food was made. It gave light in
the darkness and kept the predators away.
During the summer months fire risk warnings are given on the radio or on SMHI’s
homepage (the Swedish Meteorological Office). On a mobile you can also find fire risk
maps. Fire risk is split into a five graded scale.
1 = Very low fire risk
2 = Low fire risk
3 = Medium fire risk
Fire is still the natural gathering point.
Round it we can dream back in time or discuss the future. It’s magical force captures
both big and small. To keep the fire going
is an art that requires precision, preparation
and determination. Just as the fire can be
friendly and safe when we manage it, similarly it can be wild and dangerous when it
is let free. Therefore, it is necessary to know
how to extinguish fire and important to
teach children fire skills as early as possible.
Handling fire can never be trained too much.
It’s one thing to make a fire when it’s nice
weather with dry wood but something different when it’s raining and everything is wet.
Then you really need those warming flames!
To know which wood burns best, where to
find good kindling and which type of fire is
most effective, is knowledge that only comes
with experience.
The paraffin lamp is the most secure alternative as regards fire risk but must be looked
after to work well. Make sure that there is a
wick in the lamp, always bring spare wicks!
Turn the lamp off by lifting up the glass and
blowing out the flame. Then you don’t have
to fish up the wick from the paraffin the next
time it’s used. Take care that the flame is not
too high and makes soot.
Fire or no fire?
Stone Bed
According to “The right of public access”
(allemansrätten) it is permitted to make a
fire if there is no risk of forest fires in the
area. During dry periods a fire ban can apply
and then as a rule it is forbidden to make
a fire, even in prepared fireplaces. To be on
the safe side it is best to contact the local fire
authority.
Before making a fire you have to have a good
fireplace. The most common is to take away
the grass and make a stone ring.
16
4 = Big fire risk
5 = Extreme fire risk
Contact the fire authority and find out what
the fire risk is for the area you plan to visit.
Cosy Light
There are occasions when you want to
make it cosy without lighting a fire. Then
the paraffin lantern or some candlesticks
are a good alternative (see page 16).
Instead make it a habit to make a fire on
a stone bed, built by putting stones close together. It is both safer and more effective! The
addition of oxygen from underneath makes
it burn better. The radiated heat provides
greater warmth for those sitting around. The
risk of burning the roots diminishes. The
ground area is not damaged. After making
the fire, the stones are returned to the place
they were taken from. The well extinguished
ash is dug down, for example in some wet
hole or under a stone. After that, one would
have to have a very experienced eye to be
able to see traces of the fire. When you build
a fireplace, think about making it slightly
bowl shaped, like a spoon, so that there is
less risk that embers fall to the ground.
Blow torch
(Read more about different types of fires in
chapter 6, “Deep forests”).
No unguarded fires
Important rules regarding all fires are that
they must never be left unguarded and that
one should always have a bucket of water
One-two-three-four
(preferably together with a fir branch) ready.
This is how are you light a fire.
That also applies when you’re making your
One - place a couple of short wood sticks in fire close to a lake - even if there is water
the fireplace with the wind passing through nearby as you must have something to pour
them and let them support the lighting mate- it with!
rial (e.g. “tinder” = thin dry pine twigs, birch
Often the evening draws to a close by sitbark, juniper bark, resin rich splinters).
ting around the fire. Place the fire a little bit
away from the sleeping place. Those who
want to sit for a while longer can then do so
without disturbing those who wish to sleep.
Two - make fine splinters of dry wood.
Three - chop a pile of slightly larger sticks.
Four (Fyr = both 4 and to ignite in Swedish)
– placed the matchstick under the kindling
material so that the flame licks the fine twigs
and burns upwards. Feed with the splintered
dry wood and the bigger sticks and then you
have a good fire.
The most important thing is the map!
Find your way
Don’t light up until you have enough wood
remembering that a split branch of wood
burns better than a round one! If you do not
have an axe you can bash the fibres with a
stone so that the fire will get a better grip.
One
Two
To leave the safe path or the forest track
and go off trail is always exciting! Then
you have to trust your navigation skills.
In the first instance it’s the art of reading the
Three
17
Four
(“fyr” in Swedish also means to “ignite”)
(about making a quick fire)
A quick fire is made by taking a
short length of a log and splitting
it in half. Place the two halves
facing each other. Light dry pine
twigs and tinder between the two
halves. Placed them so close
together that the draft flowing
between them causes them to ignite. When they burn you can just
place the pots directly over the
fire. The fire is regulated by pulling
the two halves apart or pushing
them together.
Reflection: the advantage of this
fire is that it’s quick and you don’t
need to have anything to hang
your pot on. It has often been
used by lumberjacks.
map that is important. There are different
types of maps.
Left or right veering
hiker?
(about walking in circles)
Hikers who get lost often describe
how they returned back to the
same place. Most people deviate
either to the left or right when
trying to walk in a straight line
and would then end up walking in
a circle.
On an open playing field you can
find out whether you veer to the
right or the left. Place a marker 50
to 100 m away. Sight in the direction that you are going and then
blindfold yourself. Walk towards
the marker, stop when you think
you are there. It is important that
you have a friend to look after
you so you don’t walk into something. So as not to disturb your
concentration it’s important that
the friend walks behind you and
neither talks or touches you unless
there is something in the way. At a
given signal remove the blindfold.
Together with your friend you can
see how you have walked and to
which side you have veered.
Reflection: after having tried
in an open playing field you can
also check if it’s the same if you
are walking in terrain. Consider
that those who deviate the most
return to the starting point sooner
than those who have walked in a
straighter line. It is also important
that the exercise is done in silence.
The orienteering map is the most detailed
but is not available for all areas. The “Yellow map” or the “economic map” has a
scale of 1:20,000 and shows among other
things the plot boundaries (something that
might be good when you need to know who
the landowner is). The most common map in
friluftsliv is the “Green map” or the “topographical” with a scale of 1:50,000. If you’re
a beginner it is important to get used to what
the scale represents.
Maps are perishable. New roads are
quickly made and there may be other changes in the landscape that can cause confusion. Therefore, check when your map was
printed and buy new maps as you go along.
Bearing in mind that the maps age quickly,
a map case is preferable to laminating them
in plastic. A water-tight map case is good,
not only when you’re on the lake but also
when you are walking in the forest. In the
shops there are good plastic map cases with
rolled over openings that can also be used
when paddling. As an extra insurance against water damage you can spray the maps
with a waterproofing agent - as well as
keeping them in a map case (good when you
want to fold or change the viewable portion
in rainy weather). The map should always
be handy so you can follow the route as you
are moving forwards. Therefore, it’s important to have it available even in the rain. It
shouldn’t be in the rucksack or in a pocket.
Orientate the map with North - South
The most important tool apart from the map
is the compass. The first thing you learn is
to align (“orientate”) the map with north
18
and south. When the map’s north (which
is always up on the map) lies in the direction that the compass needle shows (the red
part of the movable compass needle always
points to north), then the map also fits with
the surrounding environment. If there is a
house to the left of the road then it will also
be to the left (west) of the road on the map.
Taking a bearing
To find your way is always about following
on the map and choosing a line of travel.
It’s generally easiest to navigate using paths,
roads or the edges of lakes so as to avoid
crossing large featureless areas. However,
sometimes you will need to walk on a compass bearing to avoid unnecessary detours
and reach the final destination or just for the
thrill!
To take a compass bearing, place the compass on the map with its longest side joining
together the place where you are now and
where you want to go to. Note, the compass should be turned with the directional
arrow (the permanent arrow on the orienteering compass) in the direction that you
are going to walk. (1) Turn the compass dial
so it’s north arrow lies towards the north
of the map. The lines in the compass dial
should lie parallel with the map’s meridians
(the thin lines that go north-south over the
map). (2) Then lift the compass from the
map and turn yourself so that the red part
of the movable needle in the compass aligns
with the dial’s north arrow. Look in the direction of the compass base arrow and it
will point in the direction you should walk.
(3) To avoid continuously having to stare
at the compass, you sight with the compass
and then choose a feature in the landscape
cording to the map you should find during
the walk, for example roads, houses, mountains and streams. Take care to check early
on to see if your direction is wrong (if you
don’t find what you expect). These checkpoints show how far you’ve got.
to aim for. It could be a big tree, a stone or
similar. When you have made your sighting
you then walk to it. On arrival you take a
new bearing and continue until you reach
your goal.
Checkpoints and catching features
No
“Catching features” are things that you
would encounter if you deviate from your
planned route. For example, a big road, a
fire break for a power line or a big river.
Should you get lost and encounter these
then at least you will know where you are.
Another way of using catching features is to
always walk towards a catching feature in
the direction you’re heading. It could be one
end of a lake or a crossroads. Head a little
way in from the end of the lake (this is called aiming off) or slightly to one side of the
crossroads. When you get to the feature it is
then easy to decide in which direction you
must turn to reach your destination.
rt
h
M
ap
h
ut
So
Before you set off, decide on the number of
“checkpoints” and possible “catching features”. “Checkpoints” are things that ac-
3. We will walk in
this direction.
1. We will go from the house
2. Turn the compass housing
to the garden.
so it points North.
19
The robbers are coming
(about hide and seek games)
Tell the story of Astrid Lindgren’s
“Ronja the Robbers Daughter” and
that the robbers are in the forest.
You are now going to go out without
being found. Everyone walks behind
each other in a line. The person at
the front decides the route. After
a while the one in the front stops
and counts loudly to 10 (decide
how fast to count before the game
starts).
The one who counts is not allowed
to turn around and they have to
keep their eyes closed. On the
count of 10 the person counting
turns round and everyone else will
have hidden. The counter is not allowed to move from that place and
must keep one foot on the ground
at all times. When the counter sees
someone, they have to be named,
or if the group doesn’t know each
other, then it’s enough to say what
colour clothing they’re wearing.
Everyone who’s found must come
out from their hiding place. When
the counter can’t see any more
people, the remainder come out
anyway. The person who was
closest to the counter has succeeded best with finding a hiding
place and becomes the counter
next time round.
Reflection: in the old days children
learnt to hide and move silently
to be able to hunt with the old
weapons like bow and arrow. To be
able to move silently is still useful
today when you want to get close
to animals in the forest. In hide and
seek games you train your motor
skills and your awareness. Here you
will also find out how your clothing
will impact on your ability to hide.
A removable belt
Desired length x 2
(about how to make a knife
belt of macrame)
You can create a useful belt to
hold your knife using macramé
technique. Then you will always
know where your knife is. It’s easy
to take off the belt when the knife
is to be used or when you are in a
public place. If someone wants to
borrow the knife you can lend the
whole belt!
You will need a length of rope,
eight times as long as your waist
measurement. Start by knotting
from the middle of the long rope
as shown in the diagram.
1
4
5
2
3
6
When you as a leader are letting your group
navigate make sure both you and they are
in agreement as what the boundaries of the
area are (roads, lakes, train tracks etc). It is
also important that everyone understands
the importance of not crossing these boundaries. Should anyone get lost then you can
concentrate the search in the catchment area.
It is also good to know how fast a group
normally travels (3 - 4 km/h with a pack).
Therefore, make it a habit to note how far
you’ve walked and for how long. When you
are planning the next trip it will then be easier to calculate how long it should take to
reach the destination. Practising pacing is
also a good way to decide how far you have
walked. Practise counting how many double
steps (for example every time you put down
the right foot) you use on the road and then
on different terrain. Pacing is a good method
to prevent you from going too far. Most
20
people’s double paces per hundred metres
range from 60- 80 paces. How many do you
take?
Practising being able to read the landscape and to find your way in your local area
is described by Roger Isberg in his book
“Journeying”.
“A native Australian describes the system:
I don’t walk too far at the beginning. I walk
a little bit and then I go back again, then I
go in a different direction and I return and
then in another different direction at the
end and so on. Eventually, I know what it
looks like around my camp and I can go
further without getting lost.”
ROGER ISBERG (1991)
Sleep
Choosing where to sleep
Regardless of whether you sleep in a tipi
(Indian tent), wind shelter, tarp, tent, mountain tent, or under a fir tree or under the
bare sky, it is important to choose your
campsite so that you can keep warm and
dry throughout the night.
Often you look for a lake to camp by.
Then it’s important to think about placing
yourself a little bit away from the beach and
a little bit higher than the shore. Otherwise,
you could feel damp and cold. It is also good
to orientate the camp according to the wind
direction. Where should the wind blow
from in the morning? By having the back of
the wind shelter slanting towards the wind
you stop the smoke from the campfire getting into the wind shelter.
If there is a risk of rain you ought to think
about how the water can run away. If you
place your shelter in a hollow you might
wake up in a puddle.
Sleep well
Spruttans Rat
Many people find it hard to sleep in new
places. It’s therefore a good idea to make it
as comfortable as possible. Everyone needs
a good night’s sleep. It is only the inexperienced who lie and talk for half the night
without thinking about their friends needing
their sleep. There are some tricks to get a
good night’s sleep. Your sleeping bag should
be spacious so that it doesn’t feel tight and
compress its insulation. Before you crawl
down into the sleeping bag, air it by the fire
to let in warm air. Put on a hat to retain your
body heat!
(about sewing a cuddly toy to
bring to camp)
Children may want to bring a cuddly
toy to help them feel of safe when
sleeping away from home. One way
to make it less dramatic is to before the hike or camp have everyone
show their own soft toy or mascot.
Then give them each the chance
to make their own good night rat.
It can also be placed between the
body and the sleeping bag if you
are cold, which is often a sign of
too little insulating air, or between
the face and the shirt/scarf that
you have as protection over the
sleeping bag opening when you
going to sleep and you forgotten
your mosquito net.
If you do wake up in the night feeling cold
you won’t want to get up. Therefore, keep
an extra layer close at hand. It could be a
thin woollen shawl, a sweater or a hat. It’s
often better to have that item loose in the
sleeping bag instead of putting it on. If you
are wearing too much or clothing becomes
too tight this can reduce the amount of insulation. Freezing can be due to the cold coming up from the ground. It’s a good idea to
Reflection: many children have
difficulty sleeping away from home.
They also often have little soft toys
at home that give comfort. It’s helpful to accept this and understand
the importance of routine. As an
adult it’s good to show that it’s OK
to have something to sleep with.
Through the leader showing their
own animal even the toughest kid
can admit to having a cuddly toy.
Spruttans rat
e
th
ch
ta ere
At r h
ea
Lea
21
MB
g
MF
Tail
MF
ve open for stuffin
1. Cut out the pieces
adding 1 cm for sewing
2. Sew together the body,
turn it inside out, fill
with cotton wool
3. Make a tail and
sew it onto the back end
4. Sew together the ear pieces
and turn them
5. Stuff them with cotton wool
6. Sew up the ears
7. Fold the ears so A meets B
8. Sew them onto the body
9. Embroider eyes and a nose
B
A
Leav
uffi
e op
en f or st
ng
MB
Cone in the wind
shelter
(about knotting around a
fir-cone instead of using the
eyelet of a tarp).
When putting up the wind shelter
or tarp you often find that the eyelets are missing or broken. Then,
you can use a pine cone (not too
hard and knotty) or crumple up a
little bit of material or use a small
ball. Put the object in the tarp
material and tie the string around
it, as in a little knot. Maybe it’s
not so beautiful to look at but
it doesn’t damage the material
and it spreads the force in the
material when you need to tighten
the string. To prevent damage to
a tarp with eyelets take a small
stick and tie the line to the stick
inside the eyelet.
have more underneath yourself then on top.
In the evening it is important to change, especially the clothes that are closest to your
body. Check that everyone gets into dry
sleeping clothes before they go to bed. The
day’s work will have made underclothes
damp and these can quickly make you feel
cold.
So that the feet will also have a good start
the next day – bring in the boots/wellies under cover or put them in the sleeping bag. In
that case, put them in the inside-out sleeping
bag cover so that your sleeping bag doesn’t
get dirty.
“The Night Lamp”
It is important that the group members
always know where the leader, the torch and
extra equipment (for example some sleep
mats and sleeping bags or extra blankets) are
if they wake up in the night. This applies to
both children and adults. But foremost it’s
important for the older ones to think about
this (as they have learnt this). So in effect this
means that there is a routine in the evening just before the end of the day - decide where
the extra equipment is going to be put, where the leader is and that someone makes sure
that there are one or two lamps with a low
light throughout the night. It is good to have
the toilet spade near the lamp or the torch in
case it’s needed.
Journey according to
ability
How far did you go?
The most frequently asked question after
a hike is “how far did we go?”. As if that
22
was the most important thing. “What have
you experienced?” or “what did you find?”
should be questions posed instead. The hike’s length depends first and foremost on the
participants’ abilities and stamina as well as
the leader’s competence. Maybe the purpose
of the hike wasn’t to go far, but instead to
discover and improve your knowledge of nature and the outdoors.
The leader always carries responsibility
for the group and it’s essential to choose a
route that everyone can manage. It is important to know the participants, for example if
someone has a handicap that needs to be taken into consideration or to make sure that
nobody is hiking with a raised temperature,
as it could be dangerous under exertion. The
landscape, weather and seasons are other determinants as to how far one can walk.
Tiredness can depend on different things
for example cold, strong head-wind, too little sleep, too little food or lack of fluid. Seek
shelter from the wind, check clothing, eat something and make sure the participants are
drinking even if they are not thirsty.
Journey Description
Before leaving for a long hike you should
always write a journey description and write
down the intended camping sites. Journey
descriptions (route cards) should be left with
a leader or a parent that will be available
and on call. Both the people out in the forest
and the parents should be able to turn to this
person should anything unforseen happen.
If an accident occurs you need to be able
to get in touch quickly with someone who
knows the participant’s family. Perhaps a
child has forgotten important medication on
the kitchen table. In this case, it would be
a relief for the parents if they knew who to
turn to and could give them the location of
the child for the coming evening.
Apart from the route choice and the
camp site, the route card should also contain the name of everyone in the party to
avoid any misunderstanding. There should
be a deadline specified as the latest time that
group members should be expected home.
If somebody has not returned by this given
time than the family should start making
enquiries. This means that you need to be
very careful to differentiate between when
you estimate to be at home and the absolute deadline after which further action is
needed.
Before setting off you should have considered “retreat” and “alternative routes”.
In difficult weather, or if a crisis occurs, it
is often hard to make a decision on which
route to take. If you are undecided whether
to continue the walk? Always remember
that it’s much more courageous to turn back
rather than continue and put others at risk!
A useful safety item is the mobile telephone
- but don’t trust it fully! The batteries can
run out and the reception can be unworkable.
Parental Contact
With new groups of children in the outdoors one should always make contact with
the parents before leaving. It is necessary
they are aware of the rules, who is responsible and that it can never be totally free of
risk. Maybe there is a parent wishing to do
friluftsliv together with their children! Invite them to join you and to experience what
friluftsliv is!
23
First-Aid
When it is time for a hike, everyone should
have in their own equipment: plasters,
bandages, blister treatment and their own
medicines, including painkillers. This is
a minimum. Over time one realises that it
is also good to have additional personal
“emergency things” in different situations
(whistle, lighter/matches, compass, some
sweet things, knife). Keep it all in a special
container that only is brought out when it’s
really needed.
Shoe rub exercise
Apart from the personal first-aid kit there
should also be a larger common one. It can
among other things include sterile compresses, bandages, pincers, tick removers, blister plasters, elastic bandages etc. Bearing in
mind the risk of disease transmission (even if
it’s small) for example when helping a casualty at a traffic accident or similar, it is good
to have plastic gloves and a resuscitation
mask (which can be found in the pharmacy)
in the larger first-aid kit. Adrenaline and cortisone tablets can also be good to have in the
communal first-aid kit if somebody should
get an allergic reaction against for example
snake-bite or a bee sting.
To ensure that everyone knows where the
common first-aid kit is, make a special mark
to hang on the rucksack or the wind shelter. It could for example be a flag, a piece
of wool or a special toy animal. The main
thing is that everyone knows where to find
the first-aid kit when it’s needed!
Cleaning and bandaging minor cuts and
grazes are among the most common things
that the leader has to deal with. Soap and
water is as a rule the best thing to wash with.
Some wet wipes and plasters in your pocket
Banana Sweets
(first aid exercises without
being scary)
To look after your feet is
something that you have to learn
before going out on a hike or a
long journey. Try different sorts
of boots or wellies (borrow from
friends) before you buy new. Wax
or waterproof your boots and
leather shoes. Cut your toenails. If
you end up having a problem with
your nails you can make a small
cut in the middle. With a sharp
knife you scrape on the top of the
nail so it’s thinned out. It will then
contract. Blisters can be treated
with special plasters (found in
the chemist) or can be prevented
by applying a plaster tape (5 cm
wide) over the heel and part of
the foot.
(about drying bananas)
Sometimes you may need some
extra sweets. Dry ripe (brown
speckled) bananas. Cut them into
thin slices. Place them in an oven
(at 50° C) with the oven door
ajar. They are ready when they
are hard.
Mosquito fortress
(about a sleeping bag cover
and mosquito net)
To protect the sleeping bag and
make it warmer a cover can be
recommended. Sew it yourself
from finely woven cotton that can
be treated to waterproof it.
A mosquito net that covers the
opening keeps mosquitoes away.
You can either fasten it to the
cover of the sleeping bag or let it
be a loose mosquito net, with an
elastic at the edge that you carefully tuck in around the opening.
If you want to avoid the mosquito
touching your face you can fasten
one end of a length of elastic to
the middle of the mosquito net
and the other end to the roof of
the wind shelter so the net is held
up. With a couple of earplugs
you will finally be able to beat the
mosquitos and still see the stars
before you fall asleep.
Playground words
(about finding words starting
with certain letters)
Put pieces of papers with letters
written on them in a container. Somebody picks one and says which
letter they have. Now everyone
has to think of as many words as
possible starting with that letter
associated with the place (e.g.
the school playground or another
predetermined area). The words
can be things (nouns), actions
(verbs) or descriptions (adjectives). Decide on a time limit
before you start. At the end of the
exercise you tally up the points.
could be useful for small or minor injuries.
Take care with cuts near joints and tendons and be especially careful about deeper
puncture wounds. If you are in doubt the
wound needs to be stitched then remember
that in that case it needs to be done within
approximately six hours. It’s a good idea
to have an ABCD brochure and a brochure about wound care in the first-aid kit as a
reminder.
Feet
In order to enjoy friluftsliv it helps if your
feet are comfortable. It’s important to keep
them dry and clean. Wash them in the evening when you arrive after the days walk
(but don’t soak them, as they would become
soft). Change socks so that they are always
dry and clean. You actually start your foot
care some days before you depart. Make sure
the toenails are cut and that you don’t have
any hard skin. Rub cream into your feet so
the skin becomes soft. If there are problems
with your feet on the trip then you should
sort it out straight away. By putting on plasters early you can prevent blisters. Air the
feet and socks when you take a break!
In Emergency
It is important to remember that friluftsliv
can involve similar risks to those of, for example, a traffic accident. If something serious happens then, in the first case, it is normal
first-aid (A, B, C) treatment that applies (airway, bleeding, circulation). If you feel unsure about this then contact the Red Cross or
a recognised provider for a First-Aid course.
Reflection: it’s a good way to
practise language at the same
time as being active.
24
Some reminders about accidents in
the outdoors
• Don’t move the casualty unnecessarily.
Consider whether it’s easier for an ambulance crew to come to your location with
their stretcher.
• Keep the rest of the group occupied. There should always be two leaders. One to
look after the casualty and ask for additional help. The other looks after the
group and together you are all ready to
help when needed.
• If you are a single leader then ask members of your group to help with the casualty and give the others things to do:
organise shelter, drink, possible food
and fire, decide where you are on the
map (even if you know it yourself), write a note about what has happened and
record your actions and the timings etc.
Being occupied helps to keep possible panic at bay.
• When it’s clear if and how an ambulance
or other help should be called then write
a note with the most important information (where you are, what has happened,
which help you need and why you suggest where you suggest to meet). Possibly
include a map and markings. Choose two
people to together raise the alarm by telephone. If you don’t have a mobile telephone or it doesn’t have any coverage,
and are unsure where you will be able
to make a call, then send participants in
pairs to different places with the note to
say what has happened, what you have
done and what help you need. When they
make telephone contact they repeat what
is written on the note.
How to have the safest possible
friluftsliv experience
As the leader you are responsible for the activities being planned and run in accordance
with every participant’s stamina and ability.
Sleeping indoors
When sleeping in buildings (scout huts or
similar) the following applies:
• Ensure that fire extinguishers are available.
• Instruct and train leaders and group
members to know what they should do
if there is a fire and how to call for help.
Trip preparations
Before the trip, the leaders should ensure
that:
• The participants are qualified,
• The trip is planned according to ability
and stamina of the group,
• All equipment is suitable and in good
•
•
•
•
•
•
working order (personal and group
equipment),
The parents have had good information
(for example time for returning),
There is a contact person who can be
reached by parents and the leader (if something unforeseen should happen),
Land owner/hunting rights owners have
been contacted,
The area for the activity has been recce’d,
The likely weather conditions have been
considered,
An “emergency letter” exists with information about regrouping location or
directions (if the exercise has to be cut
short).
25
During the trip
Dry toilet
During the trip, if unforeseen circumstances
occur, the leader should modify the program
as required.
(about keeping the loo roll
dry)
In order to keep the loo roll dry
you can place it in a plastic bag,
take out the hard cardboard
centre piece and unroll the paper
from the inside. Place an elastic
band around the opening of the
plastic bag where the paper is
being pulled through and then
you won’t have to take out the roll
each time you use it.
If you do this as part of an equipment session, you can also organise a competition for the most
cool looking toilet bag with soap,
toothbrush etc. Creativity when it
comes to small bags and covers
is almost endless. Additionally,
you reduce drama about visiting
the toilet and intimate hygiene in
the outdoors.
Large Base Camp
When a large base camp is established then,
in order to minimise the danger from fire,
the tents should be spaced so that their guy
ropes don’t cross each other and you can
easily walk between them. The distances
between the tents must take into account
the size of each tent, the bigger the tent, the
bigger the spacing. Always place the tent so
that you are sure that a strong wind is not
going to overturn one on top of another in
case of fire.
Tents should be pitched at least 8 m from
a fireplace.
No tent should be more than 25 m from a
driveable track.
To meet these distancing requirements the
area of the camp can be split into quarters
and each quarter into plots for each tent.
(According to the Swedish Environment
Agency a tent pitch shouldn’t be less than 50
m²).
The driveable route should be at least 3 m
wide to enable the fire brigade to get access.
The route should be formed so that there
either is a possibility to pass or that you can
enter from either direction.
INSIDE THE TENT
Open flames or lanterns are not to be used
inside tents.
Have a knife hanging inside the tent opening so that an emergency exit can be made
through the tent fabric (especially important
More simple
cooking tips
Plugged falukorv
(Swedish sausage)
(about cheese and sausage)
Cut the falukorv into 4 to 5 cm
long bits. Cut out a rectangle
from the falukorv: (not quite all the
way through) and replace this with
cheese. Close the hole with part
of the cut out section of sausage
(“lock” it with a stick). Thread the
sausage onto a stick and grill it
over the embers.
for tents with a built in groundsheet and for
military tents with a stove).
Flammable liquids should only be stored
in clearly marked containers and must not be
stored in tents.
THE FIREPLACE
By each fireplace, there should be a bucket
full of water. Never leave a fire without someone in charge. Make contact with the local
fire authority to find out if there is a fire ban
and to get information about regulations in
the area.
CAMPING STOVES USING
METHYLATED SPIRIT
Avacado in embers
(about warm filled avocado)
Split an avocado and remove the
stone. Remove the avocado body
and mix it with blue cheese and
crème fraiche. Fill the avocado
peel with this mixture. Place
the avocado in the embers until
everything is warm.
Warm grapefruit
• Never swim alone! Keep together in
pairs.
• Don’t overestimate your ability to swim,
if you want to take a longer swim do so
along the shore.
• Ensure that it’s deep, determine the strength of the current and the temperature
before you enter unknown waters.
DANGER!
Never jump or dive in shallow or unknown
waters.
SILLY JOKES
Only the proper fuel may be used in the stoves as the burner is only constructed for this
fuel. Using other fuels may incur a risk of explosion. Keep the fuel in a purpose made safety bottle. Fill the burner and add the fuel to
the burner only after you have you used your
hand to ensure it’s not hot. Beware! Accidents
often happen whilst refueling stoves and can
be avoided by following these instructions.
SAW AND AXE
The saw and the axe need to have a protective sheath covering their blades when they
are not being used. They should also have a
designated place of storage in the camp. A
chopping block and a saw horse should be
available and used. These should be placed
at a suitable distance from all other activities.
Swimming
A responsible leader should ensure group safety and that the following rules are adhered
to:
▼
(about grapefruit in embers)
A different dessert is warm grapefruit with sugar and cinnamon. Cut
the top off a grapefruit. Spread
1 to 2 tablespoons of sugar onto
the cut surface of the bigger part
and add some ground cinnamon
to taste. Make some stabs with a
sharp knife into the grapefruit so
that’s the sugar spreads throughout the fruit. Replace the lid and
fasten it with some small sticks.
Place the fruit in the embers. The
dessert is ready when the sugar
has melted and the grapefruit is
warmed right through.
BE CAREFUL
26
• Never dip friends underwater.
• Never push someone into the water.
• Never cry for help as a joke.
BE ALERT
• Being alert when swimming can save people’s lives.
• Keep an eye on other swimmers and raise
the alarm if you see someone in trouble.
• In camp there should be a person responsible for swimming.
Hygiene
In connection with making food: wash your
hands before all work with food begins. A
bowl, water and soap should be available by
every toilet.
PERSONAL HYGIENE
Screens should be available around the wash
places for boys and girls to allow them to
wash fully without embarrassment.
RUBBISH AND TOILETS
Make contact with the commune’s cleaning
company. It is forbidden to bury rubbish.
WATER
you can always use the socks as gloves.
Oat sweets
Ensure that the water is suitable for drinking (ask the commune). Store drinking water in closed containers. You can find out
more about safety in: ”Fire Protection in
Camp” published by the Swedish Fire Union in Stockholm.
Jumper without a roll collar so that you can
regulate your temperature.
(about fried oats)
Mix a large dollop of butter, about
1 dL of sugar and 2 dL of oats
in the frying pan. Fry until the
oats are golden. To be eaten as
a dessert possibly with jam or
freshly picked berries.
Anorak, or other windproof jacket.
Rainclothes preferably with a sou’wester.
Hat, important even in summer time. Good
both against cold and mosquitoes.
Gloves, even the summer evenings can be
cold.
What to bring
Basic equipment list
Boots or wellies Treat your boots often to
stop the wet getting through. Let the boots
air properly when you are not using them.
Your personal equipment list will obviously vary depending on what you’re going
to do. Over time it will become more and
more personal as you gain experience. Basic
knowledge about begins with the clothes list
that you will find earlier in this chapter and
add the following items.
Sleep mat. Reindeer skin is warm and good
but should be protected against the wet and
can be heavy to carry. An inflatable mattress
with closed cells is a lighter alternative. They
can self-inflate and are warm and soft but
quite expensive. A normal folded blanket
can also work.
Thermal Underwear (Apart from underpants/knickers), preferably in wool or a material that wicks moisture and won’t make
you feel cold when it’s damp. It is important
to be able to put on dry things closest to
the body. Undershirts and long-johns can be
good to use for night time and as a spare under the rain trousers, even during summer.
Sleeping bag, should be roomy and suitable for the conditions you expect to be
in. During summer time a simpler version
works. If you’re in doubt, make it thicker by
using a liner and over cover. A thin blanket
can also provide extra heat.
Shirt Flannel, cotton it should be breathable when it is dry. Take care to ensure that
it’s long enough so that there is not going to
be a gap in the waist line.
”The hike board”, A small chopping board
of 3 mm plywood can be useful.
Trousers That can manage wear and tear
and don’t attract water. Make sure they are
big enough! (To stop chafing).
Thin and thick socks, Wool or cotton. It is
important that they are clean so that they
can keep the heat well. If there’s a problem
27
Food items, cutlery, a plate (deep) and a
strong mug (that you’re not afraid to use).
Toilet paper in a plastic bag.
Matches, in water tight packaging.
Rucksack, well used and adjusted for your
back. If you’re only going to a hut then a
sports bag could be a suitable. One way to
“grow” with a rucksack can be when you
are young to buy a good frameless sack.
When you then need to (and can) carry more
Yummy Dips
(about fruit dipped in chocolate)
Fruit dipped in chocolate sauce
can be an alternative to eating
sweets. Heat 2 dL of cream in the
pan. Add 100 g of grated milk
chocolate and 100 g of grated
dark chocolate. The chocolate
should melt, not boil! When the
chocolate has melted add half a
tablespoon of vanilla sugar and a
teaspoon of grated lemon peel.
Banana and other fruits are cut
into small pieces, spiked onto a
fork and dipped into the sauce.
Yummy!
“Our speciality”
(about cooking regional
specialities)
Find out which type of food is
typical for your region or landscape. Prepare so that at the next
outdoor day/camp you can cook
this food on the stove. Members
in the group who come from other
regions or countries, then arrange
a buffet and taste each other’s
delicious food!
Reflection: cooking is an
important social activity in the
microwave society of today. By
letting the participants cook their
meals you get knowledge and a
feeling for new dishes.
Camp chair
(about sitting comfortably)
Sit with slightly bent legs. Make
a loop in one end of a rope that
fits your foot. Let the rope go
from the foot, behind your back
and down to the other foot. Make
a loop at that end too. Place
your hike board (see page 9)
between the rope and your back.
Lean gently back and you have a
comfortable camp chair.
Reflection: this is a way to avoid back pain when sitting on the
ground.
you can hang it on a wooden frame and add
pack bags. (Read about pack bag building in
chapter 6, Deep forests).
Whistle, to be used in emergencies to call for
help. The whistle can be heard further than
the human voice and doesn’t become hoarse.
Knife, if you can handle it newly sharpened.
First-aid kit, and plasters, medicine, spare
glasses.
Mosquito repellent, the season decides.
Toilet things, towel, soap, toothbrush
Paper and pen.
You will realise that as soon as you have
a goal to look forward to, something to
dream about, at that moment the outdoor
things (for example; packaging dried food,
socks, methylated spirit bottles and safety
equipment) almost become alive, they get
a worthiness of similar status to helpers
and friends. And that is exactly what they
are.
TORWALD WERMELIN (1982)
28
To spare the back
To walk with a rucksack is something you
need to train for. The straps and the waist
belt have to be adjusted to work properly.
Admittedly, it can be heavy and hard to carry, but the hardest part is most often that
the rucksack has to be lifted on and off. If
you help each other you realise that there are
many advantages:
• You can avoid back pain that easily comes when you’ve sat still, got a bit stiff
and are doing an unusual twist to get your
pack onto your back.
• All common luggage should be divided
equally amongst the group. The last person doesn’t necessarily have to take it all.
• Nobody should wait for the others with a
rucksack on their backs.
• Everybody departs at the same time.
• The rucksack feels good by being handled
with care.
• Last but not least: You learn thoughtfulness and helpfulness by helping each
other. It becomes a habit!
There is no guideline to specify a suitable weight of a rucksack for each person.
It depends entirely on each person’s muscle
strength. It is however important to take
regular stops when you remove the rucksack. The muscles that carry the rucksack
need good circulation and you should therefore make ensure that the blood flow gets
going by stretching and simple warm up movements. It is also important to make sure
that the muscles don’t get cold - put on your
sweater!
From a natural life to friluftsliv
– about the long history of mankind in nature
BY KLAS SANDELL
The northern tip
of Lundö
education and youth work, want to sit by
camp fires.
Homo sapiens
The kayak is resting
The tea water is boiling as I straighten the
pan over the fire. The sun’s warm evening
light lies, as if painted with a thick paintbrush, over the skerries of the archipelago,
the junipers and myself. The kayak that carried me here is resting close by. The day has
been warm with a clear sun, it burns a little
under the eyelids when I close my eyes. The
ledge I’m sitting on has also absorbed the
sun’s heat and gives it back now when the
cool of the evening arrives.
My little wind shelter is well tied down,
it’s a little vulnerable if the wind changes.
The fireplace is built of loose stones and old
seaweed so as not to damage the rock. I add
a bit of driftwood to the embers and the flames spark up again. In my wooden cup the
black tea surface reflects the evening sky. I
linger by the fire. How many thoughts have
not been thought in the light of the fire’s
glow! Maybe it is the ancestral connection
between humanity and fire that make us today, through friluftsliv in our free time, in
29
The connection between mankind and fire is
relatively recent compared with the history
of the earth (about 4,600 million years). The
oldest organisms appeared about 4000 million years ago but for example the dinosaurs
had their peak only about 100 million years
ago.
The human race that we belong to (Homo
sapiens sapiens) is considered to have replaced the Neanderthal humans here in Europe
about 40,000 years ago – 40,000 years! But
a long, long time before that, the ancestors
of humans used simple hand tools and for at
least 500,000 years fire has been used (even
if you weren’t able to make it yourself).
We can, to make this 40,000 years more
easily understood, imagine our history as a
measuring tape 4 m long. Take a stick from
the forest 4 m long. Let each centimetre represent 100 years and every metre 10,000
years. The birth of Jesus is 20 cm from “today” and the turn of the century, 1900, is
1 cm from “today”. Now imagine 10 to 15
Time walk
(to walk in the past through
to the future)
You can experience the perspective of time and mankind
in the Swedish landscape in
the following way: split a larger
group into smaller groups (4 to
8 participants). The walk starts
10,000 years ago. Move along
stealthily like a hunter/gatherer
and try to imagine how it would
have looked here at that time.
After a long walk gather the group
and ask each person explain what
they have seen. Celebrate coming
together again with song and
music. Everybody makes/finds a
musical instrument. Together you
play “stone age music”. The walk
continues forward in time, in an
agricultural landscape. Search for
a tool that could have been used
during this time and demonstrate
its use. Next stop industrialisation, it’s just a few steps away.
Which is the greatest invention?
The groups show, together with
their members (without words),
the most important invention.
Continue walking into the future
(100 or 500 years). Discuss what
you think it would look like then.
The results are formulated as
a headline, for example “tourist
trip every day to the moon”, “the
holiday village on the bottom of
the ocean - a success”. Conclude
by discussing humans in the
landscape.
Reflection: The time perspective
in the walk demonstrates that our
own time is very short. Discuss
the change of the landscape, how
humans affect the environment,
both in the past and in the future.
People live as nomads
day” in Stockholm and the dinosaurs existed
10 km before Stockholm.
hunter/gatherers
Sweden
If we limit the perspective to Sweden
then the last inland ice didn’t disappear
until about 10,000 years ago. Hunters
and gatherers followed the quickly receding ice. Some farming is thought to have
come to Sweden between 4000 and 6000
years ago (about half a metre before “today” on our stick). In the northern part
of the country farming started much later.
In the long stick’s last centimetre (100 years)
we have moved from a society where 8 out
of 10 Swedes lived in the countryside to a
situation with 8 out of 10 Swedes living in
urban areas. Even if the urban areas are
small it is still the case that more than half
of the population live in three cities and 15
towns. As late as the start of 1900 half of
the workforce were engaged in forestry or
farming, hunting and fishing. Today it’s only
a few percent. At about the same time as the
number of city dwellers became more than
those living in the countryside (about 1930)
immigration to Sweden became greater than
the emigration. From the middle of 1800 up
until 1930 1.5 million Swedes left Sweden
due to poverty and an overcrowded countryside.
People
begin cultivation and
domesticated animals
Start of
industrialism
such sticks one after the other (40 to 60 m)
then we get an idea of how long fire has been
used. With this relationship between time
and distance, if one imagines the beginning
of the earth being in Gothenburg, with “to-
30
Just a few generations ago it was normal
to live in the countryside and work directly with what nature could provide through
farming, forestry, hunting and fishing. Today the norm is that one lives in the city and
hasn’t got contact with nature other than
through food in the grocery store and programs on TV. The exception is when you,
like I have just done here on Lundö’s nort-
Man and fire in the
past and now
hern tip, come out for a short visit to live
the friluftsliv.
It is no wonder that we sometimes feel
rootless and have a difficulty harmonising
the effects of what we do with the rest of
nature. Seen over a long time perspective
it is no wonder that we are drawn to the
campfire. For centuries that’s how people
have lived their lives.
Birch
bark
Tar
wood
Juniper bark
Tree sap
To master nature?
Candle
Matches
Lighting paper
Fire striker
The idea of progress.
More and more people left farming, became workers in industry and moved into the
growing cities. Improved hygiene, increased food production and medical progress
meant that the death rate (at least amongst
children) decreased. The population increased. Europe’s over population resulted in
emigration to North and South America.
Industrialisation (as this process is often
called) spread from the colonial powers of
Europe mainly to America, South Africa,
Australia and the rest of the world. Europe needed many raw materials for factories
(like cotton and rubber), for consumption
(for example coffee and tea) and also new
markets for its products.
This development still continues across the
whole planet. You can for example wonder
which routes the black tea in my wooden
cup has travelled before I drink it. Of course, it feels good that it is environmentally
and fairtrade labelled. Thanks to industrialisation many people have a higher standard
of living than was possible previously. In
the modern welfare state, such as Sweden,
Mankind’s relationship with nature has
always been problematic. This was also the
case for the hunter gatherer people who
followed the animals and the seasons and
certainly considered themselves as a part of
nature. With the help of myths one tried to
make the relationship with nature understandable. When humans became farmers
and lived permanently in one place, then people began to separate more clearly the wild
from the tame (natural or cultivated). But
respect for mother earth and dependency on
the fruits of the earth were still very clear.
During the 1500 and 1600’s modern natural science was created in Europe, leading
to a belief in progress and a more mechanical view of nature (nature as a machine). It’s
therefore only in the recent centuries that the
humans seriously believed that it is possible
to dominate nature on a large scale. By understanding the laws of nature people were
able to make them work to their advantage.
Natural science made it possible for many
inventions (the steam engine, the spinning
machine etc.) and society changed quickly.
31
(about tinder and firebags)
Making a fire when the weather
is not the best requires training
and dry material. By having a “fire
bag” in your luggage you have
the possibility to make a fire even
when the weather is unfavourable.
It can contain for example juniper
bark, birch bark, small twigs of
resinous wood (see resinous twigs
and stumps in the chapter “Deep
forests”, page 120) a candlestick
and dry matches. To sew your
own “fire bag” (out of leather
or material) and find new tinder
material are suitable activities for
lazy summer days.
Reflection: Here you also
encounter scent (from juniper
and resinous twigs) and manual
dexterity by chopping or slicing
small sticks and by sewing.
Bed warmer
(about placing warm stones
in the sleeping bag)
Sometimes your sleeping bag
isn’t warm enough. By bringing
some warm stones into the
sleeping bag the temperature can
be raised. Place the stones in
your inside-out socks so that the
sleeping bag doesn’t get dirty.
The stones cannot be too warm,
then they could cause burns. You
should be able to touch them
with your bare hands. You can
also use warm stones to dry your
shoes. The leather in your boots
can be brittle. A rule to remember
this can be “if the stones are too
hot for your hands then they are
also too hot for your boots”. You
may need to change the stones
after a while as they cool.
nearly all children survive and there are no
economic advantages to having a large family. At the start of 2000, there was all reason
to wonder if we are on our way into a “late
industrial” or “post-industrial” society where globalisation, mobility, multi-culturalism,
service industries and information are important characteristics. We are as dependent
on our relationship with nature as earlier but
our resources, risks and uncertainties look
very different from before, when we were
hunter gathers.
Friluftsliv – a child of industrialisation
At the start of the 20th century rapid industrialisation and movement of people
to the cities and urban areas resulted in an
increasing interest in free time and physical activities. In the beginning it was the
wealthy who showed interest in the field
of friluftsliv and nature tourism. After a
while, as the standard of living increased,
the decrease in working hours and the legal right for employees to take holiday
(from 1938) it was also possible for the wider population to be able to use free time.
Friluftsliv was both a product of and a
reaction to growing industrialisation.
The groups that in their free time sought
to be in nature were strangers to the country dwellers view of nature. The farmers
landscape was a working landscape (the
“birch bark forest”, the “timber forest”, the
“bird forest”, the “berry forest”) to live and
work with.
BJÖRN TORDSSON
32
Tourism, recreation and friluftsliv slowly
established themselves as important economical and regional sources of interest and
employment.
The tourist organisation, Swedish Outdoor Association, the scout movement etc.
are all children of this wave of interest in nature among city people. Friluftsliv was seen
as part of a good upbringing for children
and youth. It both strengthened the nation
as a whole and improved health, stamina
and well-being of the individual.
Friluftsliv was seen as a healthy counterbalance to the unhealthy city life and its
risks to both body and soul. Today, most of
us live in an “out of the wall society”. All
our important connections to nature’s cycle
come “through the wall” with the help of
water pipes, electrical cables, sewage pipes
and ventilation ducts etc. At the same time
we are more than ever dependent on our
relationship to nature being sustainable. In
order to change the direction of our lifestyle
to a more sustainable one, we need to have
our own relationship with a living natural
and cultural landscape. One of body and
mind, borne out of genuine experience in
the natural world. Otherwise, it risks being
a short-term trend, with empty words or a
naïve nature romanticism.
Where is nature to be found?
In environmental discussions and in friluftsliv circles we often talk about “nature”. But what is “nature”, where is it to be
found and how do we get in contact with
it? When people were hunter gatherers they
followed the rhythms of nature, its seasons
and the migrations of animals. To fit in with
this was a survival strategy. We can say that
all of this was nature. The human beings
were a part of the whole and there was no
sharp distinction between nature and culture (man-made). In connection with the start
of farming and becoming sedentary, the division between nature and culture became
clearer.
We ended up with “wilderness”, “wild
animals”, “savages”, “weeds”, etc. that can
be contrasted with “cultivated land”, “domesticated animals”, “civilised people” and
“agricultural crops”.
We didn’t see the great prairies, the
wonderful undulating hills and the winding
streams with their dense undergrowth as
wild. Only for the white man was nature
wild and only for him was it filled with
wild animals and wild people. For us all
that was close and well-known. The Earth
was mild in giving of the Holy Mystery’s
blessings.
LUTHER STANDING BEAR,
LAKOTA INDIAN
In the modern industrial and urban society,
it is questionable if any area can be called
“natural”. All places, animals and growing
things are in a noticeable way affected by
what we humans do and what we have
done. Is there any nature at all left? Yes, but
it is hard to see on the map or to point it out
in the landscape. If by “nature” we mean
things that humans are not consciously driving and controlling, then nature is present
in different ways in most things we do and
in most places we are. For example, a rumbling stomach, a heartbeat, the photosynthesis of a house plant, the rabbit skipping in
33
the forest edge, the magpies building a nest,
the wind and sound and the light from the
stars.
But at the same time it’s obvious that the
“natural” is more common in certain places
and the “cultural” is more common in other
places. Seen as a scale it can range from most
natural in Sarek’s mountains and our virgin
forests to the less natural that we find in
parks and classrooms.
Similarly, from the closeness to nature felt
on a kayak trip in the outer archipelago in
the autumn to the difficulties finding “nature” in a commercial camp site. But even at
the busy camp site nature is close by if we
can hear the noise of the trees, see the grass
striving for the light and really experience
for example our own muscles cooperation
and the drop of dew glitter in the morning
light. To meet nature is just as much about
being able to be perceptive as to seek “wilderness”.
Nature is in the balance. But still there is
some nature left. We have for example
dust mites in our flat.
TÄPPAS FOGELBERG
When we do friluftsliv we try, as a rule, to
find areas where nature is as “free” as possible. Places where the ground, the water,
the animals and the plants look, as much as
possible, as they would without human intervention. We humans are a part of nature,
whether we like it or not. But we have to be
reminded! It is therefore important that we
guard the areas of relatively free nature and
at the same time are in tune with the closeness of nature elsewhere.
Black polish
(about using the fire as an
artist)
Making an amulet or a walking stick
is a joyful occupation when you’re
sitting by the fire. For the amulet
you need a fresh piece of wood
from a deciduous tree with the bark
removed. Hold the wooden piece
over the fire until the outer layer
has become burnt (not just sooty).
Scrape away the burnt layer and
hold the piece over the fire again.
Repeat this until the wooden piece
has become totally blackened.
When you scrape for the last time
polish your piece of wood with wire
wool. Finally, you grease the wood
(using for example a little food
grease) then you can polish it with
a material cloth. With a knife you
make beautiful patterns in the black
wooden piece. The white wood will
appear and make nice contrasts.
The addition of a leather string to
the amulet makes it into a necklace.
If you want to create larger things,
a walking stick is an alternative.
Reflection: Sitting round the fire
many thoughts welcome and it’s
important to sit there in peace and
quiet. By using the fire as a helper
to make something useful you also
learn respect for it, at the same
time you get some outlet for your
creativity.
Keeping warm
(about protecting yourself
from the cold)
While sitting around the campfire
you sometimes feel cold on your
back. Place a newspaper under
your jumper and you will have
good insulation. The newspaper
can also be good in the sleeping
bag if you are cold or in a plastic
bag as a sit mat. Remember that
a big fire drives the heat upwards.
Because of this cold air streams
in and it becomes cold around
your back. A smaller fire makes
the air exchange less severe and
therefore the temperature more
pleasant, even for those parts
of your body that aren’t facing
the fire.
Take care not to have shoes or
boots too close to the fire and not
to use wood that spreads sparks.
The sparks can burn holes in the
clothes
Reflection: Having the fire at
the centre you can link knowledge with reality, for example
chemistry, physics and the
environment.
As teachers, day care leaders, nature guides, child-care workers or youth leaders we
often have an “egoistic” interest in having
sufficient access to nature to be able to provide a good programme and reach our pedagogic aims. We need good access to at least
semi-natural areas even in the cities (parks,
edges of rivers etc.), as well as nature rich
landscapes a short distance from town and
untouched landscapes further afield.
When this is threatened, for example due
to “filling in” of green spaces in cities, building houses where it was once grass or trees,
or when building new roads makes it harder
to reach open spaces, then there is a reason
for us to protest loudly. Traditional protests
are often more effective when carried out by
those responsible for children and young people. As a final resort one has to consider the
use of non-violent civil disobedience.
The wind increases
– a breaking point
Our senses
It has become darker and a little colder where I’m sitting by my campfire by the shore
of Östersjön. I carefully put another piece of
wood on the fire and stretch - one gets a bit
stiff from sitting still. The only sounds that
can be heard are grasshoppers strumming,
the fire sparkling, the lapping of the waves
and every now and then birds calling. These
are sounds that our fore-fathers would also
have listened to during the long development of the history of mankind. Among other
things, it is so I can listen to the birds and
34
the waves that my ears have been shaped by
thousands of years of continuous selection.
“Natural selection” gives individuals that
are most suited for a particular environment
a better chance of survival.
I re-heat the tea again. My hands are lit by
the light of the fire. It is for these things that
my hands were created.
It is for work and keeping fires, picking
herbs, handling the stone axe in the hunt
and looking after children that my hands
have developed.
We use our hands to do lots of different
things today but they are still the same
hands. My eyes, that are looking into the
fire, my nose that can smell the smoke and
my mouth that is tasting the tea, have developed to work in the best way for a hunter,
fisherman and a gatherer.
The foot’s ability to react to the ground
has developed to allow us to traverse the terrain, maybe in darkness, maybe whilst stalking an alert animal.
We do not have much use for our “foot
sense” today. But, of course, it was a special
feeling, and a reconnection with my origins,
when I walked barefoot on the cliffs. Other
senses such as smell and hearing, once essential for survival, how do we use them today?
They seemed to have become numbed by the
modern way of living. Maybe background
noise and emissions will make them unnecessary and a luxury item that only results in
allergies and trouble.
Are we becoming beings that never see the
beautiful patterns of lichen on the cliffs or
the shape of the landscape that help us choose the best route? Are we being developed
into beings that cannot see how the skerries’
formation points out when one should be careful to not to run aground? Are we becoming beings that only hear the many watts
shouted in our ears, tired of background
music? Beings that only see the cool enough
flicker on our screens?
Beings that neither hear when the spring leaves are unfurling or when the autumn leaves
are falling to the ground? Beings who don’t
see when the raindrops run down the grass
stems or when the roe deer stands and looks
at us from the edge of the forest? It’s not by
accident that there is a big pedagogic interest,
both in Sweden and internationally, in “experience based knowledge”, “knowledge of
the landscape”, “outdoor pedagogics” etc.
Indian leader
There is an old tale about an Indian leader.
He felt sorry for his people who had to walk
barefoot on the hard stony ground. Therefore, he decided to lay mats and skins over the
ground in his kingdom. But before doing so
he sought advice from a wise man. After reflecting the wise man advised the leader that,
instead of covering the ground he should create covers for the feet – and that is how shoes
came into being! The wise man said it was
better to modify the human to suit the nature
than the other way around.
Is the urban culture today, with ever increasing noise and commercialism, about to
put ‘carpets” over all the ground - so that we
cannot see, hear or feel what’s underneath?
Noise mats, emission blankets, carpets of
rubbish and asphalt mats are spreading out
with a terrible speed. Are we trying to modify nature for the human being’s short-sighted
needs? What sort of human is it about and
what are the needs?
35
Mankind at breaking point
The flames in my fire are starting to die down.
The wind has increased and has turned. I go
and check the lines of my wind shelter, tighten them a little and add a heavier stone to
one line. It’s going to be a windy night.
Even though the summer evening is light
I can see the starry skies above me as I step
away from the fire. How can one expect
people to have perspective and understand
their place in the web of life or to plan for a
future, if they can’t regularly see the starry
skies?
We humans are at the breaking point. We
need to look to the future and make the right
choices. Mankind has always affected his environment - yes of course, she is part of it.
The natural resource problem is nothing new
in the history of humanity. But, we have never been so many people as today. We have
never had a fraction of such strong equipment to change our surroundings as today: new
chemical substances, nuclear power, gene
technology, ever faster communications,
data techniques and mass production.
That together with a new, feelingless and
harsh view of nature threatens the very existence of mankind on earth. Mankind is, after
all, a part of the circle of life on earth and
dependent on it.
You and I
Those of us who are not so poor that we
only have to think about making ends meet
should consider our part of the responsibility for everyone’s future. The greatest excesses against an ecological, social and economic sustainability have their roots in our
decisions. Most of the technical knowledge,
Painting like the
Vikings
(about using nature’s
colours)
Natural pigment can be created by
crushing coal and chalk (black and
white) or by crushing yellow and
red mud into a very fine powder
in a mortar. Pulverised bark can
also be used. Alternatively, you
can buy ready-made pigments in
different colours of the Earth. As
a binding agent used cold-pressed
linseed oil.
Let all the participants find a
stone that feels personal and
that they like. On the stone there
should be an area to paint. Then
demonstrate which runes were
used in different time periods and
talk about rune scripts. Let each
person paint their initials on the
stone with rune script. You can
make the painting tools yourself
with a little bit of fantasy from
sticks, moss, leaves etc. The
fingers are also good, but be careful that the colour ends up where
it supposed to.
When everyone has finished their
stones place them in a circle in a
beautiful place. The participants
stand in a circle around the ring in
the same order as the stones
and the different, personally
chosen, stones reflect the group.
Contemplate and discuss the
different stone friends. If possible
the circle can be left as a sign
that the group has been there.
They can also stay for a number
of days and be removed later.
Reflection:This provides an
opportunity to talk about or
read about the Vikings and their
journeys.
The ground rules for an environmentally sustainable world
economy are quite simple; the
climate has to be stabilised, the
ozone layer in the stratosphere
must be protected, the earths
forests must be replaced,
the Earth must be protected
against erosion, the biological
quantity that remains must be
kept and the traditional balance
between births and deaths
must be restored. As this gives
continued security, this new
society will become much more
attractive and it’s needs met
then the short-sighted “use and
throw away”-society that we are
living in today.
sing between a high standard of living with
poisoned lakes on the one hand and shacks
with birdsong and high infant mortality on
the other.
It’s about choosing what we really believe
we need, in terms of both technology and resources. It’s about developing a lifestyle that
we can defend to future generations and
to people who are poor, both at home and
in less developed countries. It’s also about
choosing what we must stop using and align
ourselves with the overarching goal; life’s
continued existence and its diversity, in the
long term.
political power and industrial methods are
also things we can affect.
Part of industrialism gives us a higher quality of life, whilst other parts risk our extinction or give generations to come problems
for thousands of years. The hunter gatherer
is suddenly standing with nuclear weapons
and penicillin in their hands. What is she
going to do now?
It is becoming more and more evident that
there are two main directions for us humans
to choose between. Sometimes it can be difficult to see the difference between them,
sometimes the road signs are misplaced. But
the two routes are clearly so different. The
pivotal decision is what relationship we have
to nature, to the Earth. It’s not about choo-
LESTER R. BROWN
The earth as our bubble, full of life
To responsibly live in the world as a
participant – a co-actor
The earth as a clump of resources.
To view the earth and life as a
spectator - a consumer
36
Different Frilufts styles
and Frilufts motives
The swoosh of the wind and the roar
of engines
But why sit and think about the world’s
troubles and problems on a skerry in Östersjön? I am out living friluftsliv and surely
should be relaxing instead? The soft contours of the cliffs are shown as a silhouette
at dusk. Soft, flat contours that have been
created by the sliding of kilometres thick ice
sheets with frozen stones.
Fewer birds are singing now. The sound
of the waves has increased. When the strong
wind puffs come it is like a big bird flying
through trees and bushes. All sounds seem
so close at dusk. Suddenly the sounds are
ripped apart. An angry buzzing is heard. It’s
approaches quickly. A racing boat is jumping in the waves. Those sitting in it see my
fire, raise their beer cans and wave.
Lucrative business
Contact with nature is becoming in short
supply, just like silence and the smell of autumn leaves. As soon as there is a shortage
of something it becomes possible to earn
money from it. Leisure time, nature tourism
and friluftsliv are also big, important and
expanding business areas. Employment
opportunities are important for the travel
agents and equipment shops, just as for the
communes in the countryside as is the balance of payments in poorer countries.
But friluftsliv can be so many different
things. You don’t get any feeling for the
“Earth as a bubble shimmering with life”
37
if you race forward in a speed boat. At the
same time there are strong forces that want
us to do just that sort of friluftsliv, with
motors and lots of expensive and synthetic
equipment. Apart from equipment, friluftsliv is more and more about also selling the
experience; canoe safaris, snow scooter
raids, heli-skiing etc.
An important question concerns phenomena such as climbing walls, roto-moulded
kayaks and adventure programs on TV that
can beckon children and youth (and adults
too) into nature. Nowadays there is increasing interest in adventure tourism and outdoor sports. To a large extent this could be
seen as something positive from a friluftsliv
and outdoor pedagogic perspective for nature contact, meaningful leisure activities and
regional development. In Sweden we still
have rather a lot of space for all types of friluftsliv in nature, compared to the situation
further South in Europe.
The proximity to nature and
awarenes
In today’s friluftsliv there seems to be a fixation about equipment. Our focus on being close to nature and ecologically aware
mustn’t stop us from accepting that it’s difficult to make, for example, rain clothes out of
natural materials. However, how many rain
clothes haven’t been discarded too soon and
replaced by the “latest” version? And how
many people have not replaced the meths
stove with a gas powered stove even though
they didn’t need to? Adventure and gear
fixation demands more awareness amongst
teachers, leaders and organisers so that the
core values of friluftsliv and outdoor pedagogics are adequately represented.
Pick up sticks
(about co-operation and
maths)
Gather a pile of longer sticks
(younger trees with no branches)
or borrow some sticks that have
been placed for making timber
(don’t forget to put them back
after use). The participants are
split into smaller groups (4 to 8
in each). Two people from each
team work together to take away
a stick without any of the others
moving. If any other sticks are moved then it’s the next pair’s turn.
Keep going as long as there are
sticks left or until a certain time
is up, after which you count which
team has the most sticks.
The sticks can also be used
to practice maths. Each group
places its sticks in a line one after
the other. Measure how long the
total distance is. Which sticks are
the longest? How long is the longest/shortest? Place them in order
according to their length. Choose
a stick to show to the other
group. Then see if they can find
a stick exactly the same length
from their pile. When they have
agreed the sticks are measured.
It is exciting to see which group
is closest.
Reflection: Here your train motor
skills, cooperation, tactical thinking and mathematical terms.
What lies where?
(about a game practising
knowledge of species and
memory)
▼
The squirrel is a quick climber
that doesn’t always remember
where he’s put things.
The participants are squirrels
and are split into similar sized
groups (4 to 6 in each group).
Each group stands in a line next
to each other. About 5 to 8 m
in front and behind each row
of participants a paper bag is
placed. In the bags in front of the
line you placed different leaves
(for example birch, maple, oak,
rowan, elm, willow). Everybody
should see what is placed inside
the bag. The participants in each
group get a number (1-2-3-4-5-6).
The leader calls the name of a
leaf (for example the maple) and
a number, for example 3. All the
number three’s run forwards and
fetch the maple leaf from their
paper bag, run and place it in the
paper bag behind the line. After
that the aim is to return to your
place as quickly as possible. The
leader then calls a new leaf and a
new number. Next time the leader
calls maple the aim is to remember where that leaf is lying.
It should then be moved from
the paper bag behind the line
But unfortunately, commercialism, motorisation and the use of environmentally damaging and un-natural materials don’t only risk
preventing the possibility of friluftsliv that’s
close to nature. Friluftsliv and leisure time
are in themselves significant sources of environmental damage today. For example the
exhaust from speedboats and snow mobiles,
widespread use of non-recyclable resources
in clothing and in different types of equipment and not least the environmental problems associated with all the car and plane
journeys associated with nature tourism and
friluftsliv. Friluftsliv today is most certainly
part of our “high mobility” society.
But how should one live? Should we become goat farmers far out in the forest and try
to be self-reliant, so as not to become an environmental thief, or have a bad conscience
for the future and developing countries? No,
for most of us that’s probably not a good
route to choose. But if we are worried about
natural resources and the environmental
problems of our time, it means that our lifestyle has to be a compromise! My kayak is
home made and mostly of natural materials
but there are probably many synthetic materials in my luggage. But, conscious compromises are at the same time an important
starting point for societal change. My kayaking trip in the archipelago is an important
source of inspiration for this.
If we “burn up aeroplane fuel” as a nature
tourist it should be done knowingly!
It is a responsibility that we, who can travel for pleasure, have to bear. Sure, leave the
tourist areas but make sure you are well prepared and have humility and awareness. It’s
better to take fewer longer trips with good
38
preparation. When travelling in other cultures try to travel as simply as possible and
use the many local contacts that exist there.
Man is not the Lord of the universe, she
is just a centre-point, a friend, a receiver,
a user. For that reason she has to live in
harmony with the universe and adhere to
the laws of nature, of morals and mystery.
If these laws aren’t followed then it’s the
people that suffer the most. Africans have
reached this conclusions through long
experience, observation and reflection.
JOHN M’BITI
The motives for friluftsliv
If we look back at the history of friluftsliv
then we reach two main motives as to why
we should pursue simple living in forests
and the countryside. One perspective is that
friluftsliv is seen as a means for different
purposes (a method), on the other hand it
can be seen as an aim in itself. To see friluftsliv as a method has been the principal
for different groups of teachers and leaders
in schools, childcare and various organisations. It has been used to improve health,
personal and social development, teambuilding, knowledge of nature and the environment, as well as a backdrop for other subjects. Most of the recommended activities in
this book take this perspective.
But it is also important to remind ourselves of the perspective that friluftsliv (and
especially being at one with nature) can be
a goal in itself - a quality of life that the modern industrialised and urbanised society
back to the bag in front of the line.
Points are given to the people who
come first, or to all on a falling
scale. If you have four groups then
the first team gets four points,
the second three points, the third
two points and the fourth team
one point. The game continues
for a while so you really have to
think (or take a chance) where the
mentioned leaf lies.
Friluftsliv as a method
Friluftsliv as an aim in itself
cannot offer. It is this perspective that has
sometimes been linked with those who are
critical of society, a desire to see frilufts related qualities in everyday life.
This is about material simplicity in combination with emotional experiences of beauty and the wish to be part of a greater
whole. This often touches on existential
questions about who we are, why we are
here and why life is worth living.
Different frilufts styles
When thinking about different ways of
enjoying friluftsliv it is helpful to consider
what is “typical” in different styles. In reality we mostly combine styles according to
39
our personal preferences and each situation.
But the balance between the styles is still
of crucial importance when it comes to encouraging participants as well as considering
the environmental and pedagogical consequences. As with all teaching, a conscious decision is particularly important.
Three frilufts styles are presented below
building on different views on the landscape, nature and the development of society.
It is important to note that no one style is
“better” or “worse” than another. However,
the different styles each have advantages and
disadvantages, which the outdoor teacher
must be able to use to reach her goals. For
the goals that this book wants to present the
Reflection: The game can be
varied in many ways. You can take
different plants or other natural
objects and also different colours,
shapes or “rubbish” (the name of
the game is then changed to be
the “rubbish picking game”). The
participants have to concentrate
to remember what each plant or
object looks like, where it’s lying
and react when they hear their
number. This exercise can also
be used for example in learning
a language. If you want to make
it more difficult place the bags
further apart. If there are many in
the group you can do it in pairs.
They then have to hold each
other’s hands or link elbows. Then
it’s also about cooperating and
running in the same direction. Not
always easy!
Reused candle
(about wax paper tinder)
When making fires in damp
weather waxed paper can be of
great help. Take a kitchen towel
or a newspaper, fold the paper
so it becomes 4 to 8 layers thick.
Tear or cut it into smaller bits 4 x
5 cm and drip wax from a candle
onto the paper. Alternatively,
make small paper rolls and tie
them with a string, dip them in
melted wax (candle stumps are
melted in a jar that is standing in
hot water in a pan). Work over a
protective cover or newspaper
so as not to get wax everywhere.
Candle paper doesn’t get ruined
if it gets wet and it’s good to light
when it’s difficult to find dry tinder
for the campfire. Tear a piece
of the paper then the flame will
catch more easily.
Reflection : Here you get a
chance to talk about the art of
making fires and how important
it is not to use lighter fuel (risk of
accidents). It is also exciting to
work with lighting candles and it’s
important to be careful.
“active dominanation” style is seldom seen
as a good one.
The “Active domination” style
In the active domination style it is the activity that is in focus and there is a more or less
conscious ambition to try to dominate and
conquer nature. Here the natural landscape
is seen as a “factory” for production of different beneficial goods, for example as an arena for different outdoor activities. Friluftsliv
in this style leans towards the experience
industry and more or less a specially designed adventure land. If the place in question
(topography, climate etc.) doesn’t fit the activity then the countryside is often changed or
built indoors. We can see the latter in for example adventure swimming pools, climbing
walls, indoor skiing etc. Trends often change
quickly and the nature tourist and the outdoor adventurer choose new travel destinations and activities as one might “change a
40
shirt”. Taken to the extreme in this style we
have simulated “frilufts” activities; virtual or
enhanced realities and computer games with
for example skiing, surfing and fishing. At
this point, you have definitely disconnected
the frilufts activity from the local landscape
and the unpredictable aspect of nature. The
connection with nature - “the uncontrolled”
which is greater than humans or what humans have created- is virtually eliminated.
We have slowly gained control of most of the
forces of nature: the weather, the seasons, the
topography, the water level, the fauna etc. At
this stage we have long ago left what for most
of us is called “friluftsliv”.
An important aspect of this strategy is
the self enhancement process that results
in the grouping of activities and practitioners quickly leads to a problem, for example
littering and conflicts of interest as at a ski
venue that often needs even stronger control
and organising. An image of this frilufts style
could be that of a person in between hang
gliding and snowboarding, putting on their
Gore-tex jacket and using a plastic sit mat,
cooking a freeze-dried meal on the gas stove.
In the most extreme form of this frilufts style
the meal is not included at all but is eaten in
a hotel or provided by the travel company’s
staff.
A strength of this style from a pedagogic
perspective is that it is often considered to be
easy to do, attractive and exciting. It is also
easy to show in media like newspapers, films,
the internet, advertising or on TV. Through
competitions and extreme situations this style
often becomes exciting, even for those that
are not participants but just hear it second
hand.
A disadvantage – apart from the resource
and environmental aspects - is of course
that as a leader you are constantly having to
provide new and exciting activities to keep
the interest up. It can also be difficult to get
close to nature if you don’t have very small
groups. Safety and technical instruction are
obviously important and can be time consuming for the leader.
purpose-use of the land. On the one hand this
means that it’s a broad, so called multi-use of
the landscape, where different types of usage,
such as forestry and agriculture, but also, nature experiences and leisure, co-exist in the
same landscape. But on the other hand it can
reduce the chances of those coming from outside using the landscape – unless you are part
of a local established group.
The “active adaption” style
There is a lot of focus and interest under
the headings of “eco-tourism”, “sustainable
nature tourism” etc. and it often involves
an active use of nature: handicraft, hunting,
fishing, charcoal burning etc. At the same
time it’s important to note the risk of conflict
between traditional ”right of public access”
(allemansrätten) based and therefore cheap
friluftsliv (private or in an organisation) and
the need of a growing number of “nature guides” and “nature leaders” to make a profit
for their business. An extreme illustration of
this frilufts style could be of a person sitting
on the home-made woollen sit mat, made
using wool from the neighbours sheep, by
the campfire, enjoying their juniper berry tea,
whilst waiting for the freshly caught fish to
grill and the homegrown potatoes to cook.
This frilufts style has clearly many pedagogic advantages. Not least for the obvious connection to nature that can be demonstrated
by the fact that food, water, heat, protection
etc. come directly from the landscape. At the
same time this frilufts style relies on good relations with the land owners and you typically need a lot of time to make best use of this
learning opportunity. That a simple, close to
nature and tangible friluftsliv often involves
some hardship in the form of exertion, cold
and patience, is also a challenge.
In the “active adaption” style it is the nearby landscape (“local” or “regional”) that
forms the basis for being in nature, including
“friluftsliv”. The starting point is that you
fit into the local character of the landscape,
the seasons etc. But, you adapt yourself in
an “active” way which may means that you
change and use nature. The landscape is seen
in principle as your “home area” where you
work and have your identity, and friluftsliv
becomes one of many aspects of the multi-
41
What’s in the ring?
(about training knowledge of
species)
The participants stand in a circle.
Each participant gets a number
1-2-3-4-5-6 (make a team with
a maximum of six participants).
When each have been given a
number there will be three of each
number (if you are 18). Inside
the ring place e.g. different tree
leaves. The leader shouts
“maple” number three! All the
number three’s then run around
the ring and return through the
gap they left to fetch the maple
leaf (the leaf is then replaced).
Next time it could be birch number
five etc. The same leaf can be
repeated many times.
Reflection: Here you teach and
improve knowledge of the species, the ability to react and not
least getting warm by running. To
make it extra exciting you can get
points if you come first or in the
order you get there on a falling
scale (if you have four groups then
first team gets four points, the
second three points, the third two
points and the fourth team one
point). To ensure that everyone
can get a leaf (it’s important to
fetch them correctly) you have
three leaves for each species.
Three dimensional
map
(about practising geography
knowledge)
Split the participants into
groups with a maximum of 10 in
each. The task is to, from a map,
build a country or a landscape
in nature using natural material.
Mark the border for example
with a rope on the ground (a flag
string). The sand pit of a school is
also a good place to do this. Each
group explains their country and
describes different things to see.
Alternatively, the groups can be
split into smaller groups and each
groups gets its own subject area.
The explanations can also be
seen from a bird’s perspective or
from that of a tourist on the bus.
Other variants are to describe
places with music and song or
through pantomime, asking the
audience to guess where you are
in the country.
Reflection: By working three-dimensionally you get through your
hands a clearer feeling of the
landscape’s forms and theoretical
knowledge. Cooperation, creativity, storytelling and presentation
are some things that are also
practised here. The exercise can
be made more advanced by choosing not to have a map to look at,
instead you use the knowledge
of your group and discuss what
the map should look like. When
the presentation is over you can
check it against a real map.
The “Passive adaption” style
Even in the passive adaption to the used
landscape style the connection with the local
landscape is the starting point. However
here it is important only to adapt and not
to affect nature at all. We get to kind of a
museum perspective, where different local
natural and cultural related objects are protected, visited and looked at (National Parks
etc.). The interest can be a certain place (for
example a viewpoint, a local plant, or a ruin)
or greater areas like the mountain above the
tree line, beaches, archipelagos etc. But at
the same time it is mainly a question of watching and enjoying, whilst having the least
possible impact on the wildlife of the area.
Often you are only on the short stop visit.
An extreme example of this frilufts style
is of course the idea of the nature reserve,
which has in different ways been important
since the national parks were established at
42
the start of the 20th century. But it is not a
simple matter, since plans for national parks
often lead to local antagonism. Local people
can see the coming interest in the outdoor
environment as a threat to their use of and
access to the landscape. A frilufts related
picture illustrating this style could be the
local nature protection organisation on their
Sunday excursion enjoying packed lunch
sandwiches and coffee from the thermos by
the car on their way from a bird hide to a
protected wild flower meadow.
An important teaching advantage of this
frilufts style is of course that it always fits
in with ”right of public access” (allemansrätten) and as a rule it doesn’t need any special arrangement with the landowner. It is
also easy to adjust the level of difficulty and
exertion to match the group, the weather
and your own knowledge. At the same time
bad weather can make this style boring for
participants if the leader isn’t able to change
the plan and see alternative activities in the
landscape.
There is also a risk that the frilufts experience can feel passive and shallow if you
don’t have enough time and if, as a teacher
you can’t pick up on the tiniest of things and
engage the participants in them. The alternative is being very knowledgeable in a certain field (birds, flowers, geology, history)
and then you can really convey that to the
participants.
Pedagogic direction
Outdoor learning is about conscious choices of leadership style and motives as to
why we are doing friluftsliv. Against the
current backdrop of environmental and natural resource issues it is important to note
At least an hour in the
forest
(about getting close to
nature on your own)
Nature is often softly spoken
and needs attention to be found.
Through shorter or longer periods
of being alone in the forest
(depending on age) you practise
your ability to see, discover and
experience.
The participants each get a
task to find a place where they
cannot see each other. There
they should sit and watch, it’s
suggested for an hour. Afterwards
gather the group to describe
what they’ve seen. Alternatively,
they can do this through drawing,
colours or writing to evaluate their
experience.
that using “close to nature” materials and
methods in teaching can have a strong impact. My “fair trade” bought tea is even ideal for friluftsliv. It sinks quickly and doesn’t
use a tea bag or a sieve but gets just right
strength of tea in the wooden cup, so quickly enough that it doesn’t even have time to
cool, even in the winter. The kayak that’s
resting over there on the cliff I built myself
out of wood and canvas over 10 years ago.
It was only half as expensive as a ready-made one and most importantly, it was fun to
build. I hope many others will have the same
43
Reflection: Many people do not
have the ability to be alone doing
nothing. There always has to be
something happening, not least
there needs to be sound. In this
exercise you practise seeing and
hearing things that otherwise
would have gone un-noticed. By
re-telling what you have experienced you then practise expressing
your feelings. Young children (5 to
6 years old) also need occasions
to find peace and “just be”, but for
a shorter time.
The little becomes
large
(about using a magnifying
jar)
Let the participants work with
a magnifying jar in pairs. It’s an
advantage if they have a jar where
they can place the items that they
want to enlarge. In the magnifying
jar the participants make an installation of, for example, objects and
animals by the beach. Using this
they build the landscape in the
large-scale with the help of natural
material. Every pair shows the
results for the others.
Reflection : By working with
small objects that then are enlarged, you get an understanding of
different dimensions, shapes and
colours. You also see different
things that you can share with
your friend. By re-telling what
you’ve to others done communication is also practiced.
enjoyment. The woollen underwear that I
am wearing is among the most comfortable I
have found for use outdoors. I can’t normally manage a woollen hat without it itching
on my forehead.
register of the different outdoor styles (active domnation, active adaption or passive
adaption) without viewing the world only as
a “supplier of resources”.
Of course, it was good to have a “far from
natural” waterproof earlier today. Furthermore, the pot that my tea is warming up in is
made of aluminium. In short, friluftsliv is a
good illustration of our complex connection
with nature. Friluftsliv presents a pedagogic
possibility for greater awareness of being in
the outdoors and therefore a greater awareness of life. It is a way of increasing knowledge and engagement of how we humans
use the Earth and a method of raising deeper
dimensions of life. A positive side effect of
being closer to nature in Friluftsliv means
using fewer natural resources and spreading
less poison; being able to play on the whole
Maybe the greatest pedagogic strength
of friluftsliv lies in the deeper questions
of life, experiencing alternative values
and in a tangible way of giving us proportions - on time and space in a society that otherwise is dominated by
“speed-blindness”. It’s not least through friluftsliv that we get a feeling for the greatness of the sky, the smallness of the ant, the
rhythms of the day, the year and our own body
together with it’s strengths and weaknesses.
On the political plane it’s largely about striving for “also change”, as shown in the figure to the right on the following page.
The old Lakotas were wise. They knew
that peoples’ hearts harden when they
are separated from nature; they knew
that a lack of respect for what is growing,
for living things, soon leads to a lack of
respect also for people. So, they always
kept their young people close to nature’s
good influence.
LUTHER STANDING BEAR,
LAKOTA INDIAN
44
Friluftsliv for what
purpose?
For recreation– but also for societal change
For recreation
This is how we
would like to improve
our school grounds
FRILUFTSLIV to get away from every-day life.
Get away from a boring living area, a boring
school or a meaningless job. The nature is
seen as a cheap recreational environment.
To make us feel at home because we think
that we “have to” we take with us so much
of the urban society that we just keep going
in the same lifestyle and use the nature resources as before. A friluftsliv that is only an
“escape from” (everyday life) but never becomes an “escape to” (nature) or “a striving
towards” (a more sustainable development).
45
FRILUFTSLIV to get away from every-day
life but also to gain perspective and get
inspiration for societal change. Friluftsliv to
get in contact with nature -not only contact
with the things we have brought with us. To
get in contact with nature as a spirit and
a force that we can get to know a little bit
better. Friluftsliv that gives perspective and
insight about ourselves and our relationship
with nature. Experiences in nature that lead
to changes in consumer habits and lifestyle.
Friluftsliv as an inspiration to change the
living area, school and work place.
Maths in movement
(about counting, memorising,
running and cooperating)
Place notes with the numbers 1 to
20 on the ground so that the numbers don’t show. The participants
are split into groups of 5 to 10 in
each. Each group has their own
set of numbers to work with. The
participants place themselves 10
to 15 m from their number area.
The aim of the game is that the
notes should be placed in order
in front of respective group. The
first person in every team runs
and picks up a note. It is then
about seeing if it’s a number one.
If it’s wrong, the note is replaced
ensuring that the number doesn’t
show. When the first person has
returned to their place then the
next in line tries to find number
one. It is important to replace the
notes with the wrong numbers in
the same place. When the correct
number has been found it is
placed in front of the group. When
all the numbers have been found
the participants in the group take
it in turns to count to 20.
Reflection: In this exercise
the participants practice both
movement, numbers and not
least cooperation, to remember
where the notes lie. A variant
of this exercise is to work with
length measurements up to 10
m (for example 12 cm, 857 mm,
4 m 93 dm etc) or weight units
if you want to for example practice measuring units ahead of a
baking lesson (gram, hectogram,
kilogram…) in the exercise the
theoretical knowledge is transferred to practical application.
species for rope, trees that give craft materials, medicinal herbs etc.
Meeting with the Swedish nature- different people’s background knowledge and outdoor habits.
They also had a knowledge about nature and
an ecological literacy that was place specific,
which meant that when they moved to a different country or landscape, it seemed as if they
didn’t know anything, although in reality they
had been experts of the nature in their former
home country.
What we in Sweden often traditionally define as
“friluftsliv” as discussed in this book, is quite
an exotic nature relationship seen from a global
perspective. The background is the so-called
“Linnean inheritance”, that for decades was
prominent in the Swedish school system.
Knowledge of bird-and flower species, as well
as insects, fishes and animals was considered
to be part of general knowledge.
Outdoor activities that are common in
Sweden, for example to hike, paddle and climb
in nature for leisure, or seek unusual species,
are otherwise mostly common in Western European countries.
The more general, scientific knowledge
was however more common amongst highly
educated people with a background in the city.
These town people on the other hand more often had friluftsliv experiences that were similar
to Swedes, for example to hike or to go skiing.
This is because modern friluftsliv is largely an
urban habit. The nature is then seen as a place
for exercise, experience and recreation. Urban
people have had the time and resources to go
out and enjoy nature, instead of working in it
daily.
In a research project about immigrant
outdoor habits as presented in the book “The
green sitting room- ethnicity, friluftsliv and the
urbanisation of the natural experience” it became obvious that people from different countries
have different relationships with nature. For
example, fishing was at a common outdoor activity amongst men from Eastern Europe, whilst
women from Southeast Asia said they enjoyed
picking mushrooms.
Another obvious division was in the opinions
of how one should be in nature and what one
should do there. If Scandinavians preferred to
hike or to experience more or less extreme activities, then the more common aim of a nature
visit for people with a background in the Middle
East was to socialise. Their being in nature was
described as a party, a break from the every-day life, that was celebrated with good food,
good company and games, preferably in nice
clothes. Time spent in nature was primarily for
a social purpose. You wanted to have a comfortable and beautiful spot and then stay there,
eat and socialise. To be out in bad weather and
walk far was seen by these respondents as a
strange and unnecessary behaviour.
An obvious difference in the relationship with
nature was determined by whether the respondents came from the city or the countryside.
Those who had lived in the countryside often
had a very detailed knowledge about nature but their knowledge was focused on its use.
They had not learnt names of plants in general,
except the plants used for example in agriculture. It could be about fodder species, fibre
46
re in their home countries. All the participants
saw nature as a kind of “parlour”, a beautiful
arena for experiences outside everyday life, but
they had different pictures of what you should
do in this room. With better communication the
sharing of experiences in nature was improved.
There is always a risk in assuming the Swedish
frilufts habits as the norm, presenting the
landscape and the biology as the main focus,
for example a knowledgeable leader pointing
out and naming of species. Maybe the participants don’t have the same aim, not the same
relationship with nature and are also sceptical
or uninterested.
In this project communication became
better when the leaders connected with the
participants and put aside time for cooking
and socialising, as well as focusing on what
the participants themselves knew of the nature
around and what they describe about the natu-
is a researcher in
human ecology at Urban Studies, Malmö
university.
EBBA LISBERG JENSEN
PERNILLA OUIS is a researcher in health and
society with a focus of ethnical relationship
at Health and Society, Malmö university
Quick lunch soup
(about making potato and
leek soup)
For four people: 4 to 6 potatoes
(depending on size), half a leek,
one stock cube and 1 ½ L of
water. Cut the potato and leek into
thin slices, place in a pot and add
water so it covers the vegetables.
Let them boil till the potatoes are
soft. Whip the potato into bits and
add the rest of the water. Bring
to the boil again, adding salt and
pepper. Cover with finely chopped
parsley.
Reflection: This soup is easy to
make and is enjoyed by most.
With freshly baked bread the meal
is an experience that you have
made yourself.
47
Weather signs
(about predicting weather)
When you are aware of happenings in nature, then you can
predict the coming weather. Here
are some tips.
1. Red sky as the sun sets in
winter tell you of continued cold.
In the summer it predicts dry and
warm weather but somewhat
more wind.
2. If the sun goes down in a sack
it comes up in the black. In other
words, if it goes down in cloud
then the following morning will be
overcast.
3. Sharp and large rings round
the sun and moon predict worse
weather within a few days.
4. Are the stars small and sharp
in summer then the weather will
be warm and stable, in the winter
it will be cold and clear.
5. If the swallows are flying high
up in the sky it will be good
weather. If they fly low then they
predict rain.
6. If the loon (Great Northern Diver) is calling in the daytime then
the weather is worsening.
7. If the ants are lively despite
rain the weather is clearing.
8. Lots of evening dew often
indicates a sunny day tomorrow.
Reflection: Old sayings often
give us information and knowledge that we no longer notice today.
They are often about happenings
in nature. By learning to see
the changes you can also get a
deeper interest in nature as well
as cultural history.
The value and use of
nature
In summary, friluftsliv has (in a wider sense) become an important part of industrial
society’s relationship to nature. We have
also seen that friluftsliv can be very different
things at the same time as it connects many
of the important questions of our time, such
as environmental problems, resource use
and global allocation. We have also established that friluftsliv is often presented as a
good method for different purposes, but an
important undercurrent in history has been
its own value – contact with nature as a goal
in itself.
It is clear that there are cultural elements
to our interest in the outdoors when you
study history and see how different groups
view how and why we should be out in
“nature”. At a more basic level (for example our need to move our bodies), then of
course our evolutionary history is relevant
as our bodies and senses were developed in
conjunction with the natural environment.
Apart from the growth of friluftsliv and
it’s motives, this chapter has discussed some
different frilufts styles and there is every reason to think about where the boundaries lie
for what can be called friluftsliv. A reasonable strategy, for example for a teacher, is to
partly try to define it as “core values”, but
also to take an interest in the bigger picture.
As a core value for the work of this book
the official Swedish definition of friluftsliv
as “being outdoors in nature or a cultural
landscape for well-being and natural experiences without demands of competition”
was used. And in the bigger picture around
this definition we mainly see friluftsliv’s connections towards outdoor pedagogics in the
widest sense and more specifically towards
quality of life, health and sustainable development.
But why do we believe in these values
(method and aim)? There are in principle
two answers to that question. Partly the interest for friluftsliv is “culturally constructed”, i.e. something that’s created by upbringing, media, pictures etc.; everything
from the school national curriculum from
100 years ago with songs about high mountains and walking over dew covered hills, to
today’s beer adverts with pictures from the
archipelago and all the teachers and parents
saying that it’s so beautiful out in nature.
The other main explanation is that our interest in friluftsliv is evolutionary, i.e. we
enjoy being in natural landscapes because
we were made for them during our long developmental history, according to Darwin’s
principles.
48
Pedagogics, didactics and
leadership
– about didactics and being a teacher or a leader in nature
BY BRITTA BRÜGGE AND ANDERS SZCZEPANSKI
Let nature become a
possibility
Knowledge through sensory
experiences
In nature we gather knowledge and inspiration. Contact with nature can provide an
opportunity for personal development. By
reflecting on our experiences of life in the
landscape we can consider our fundamental
values. Friluftsliv creates sensory experiences that are much more than just techniques. They are all about life!
Friluftsliv creates challenges and creativity, the possibility to solve problems and manage common difficulties. Through attentive and not particularly technical friluftsliv
we get can close to nature, forming a basis
for environmental engagement. Moving
through natural unbroken terrain you get
physical exercise that develops both coordination and balance. Friluftsliv also gives a
chance for stillness and reflection, a chance
to get closer to the fundamental questions.
Proximity to nature may help us to appreciate aesthetic forms such as lyrics, arts
and music. By walking through the forest,
finding a good place to camp and cooking
food you may also gain an understanding
49
how previously people used to live without
today’s creature comforts. We learn to appreciate the simple, but also to enjoy the
warm shower when we get home. Friluftsliv
can link to other subjects and can support
learning of these in preschool and compulsory school, preschool class and school-age
educare as well as in leisure organisations. In
education pupils are supposed to be offered
a variety of teaching environments, methods
and forms of expression.
The goals of the school are that each
pupil shows respect and care for both the
immediate environment, as well as the
environment from a broader perspective.
CURRICULUM FOR THE COMPULSORY
SCHOOL, PRESCHOOL CLASS AND
SCHOOL-AGE EDUCARE, REVISED 2018
Outdoor pedagogics as a compliment
to teaching in the classroom
By widening the learning environment outdoor teaching can complement classroom
A research expedition
off course
(about discovering an area)
Nature provides a learning environment
whith great variety. For many it is an uncomfortable environment. Here it’s important to work from different perspectives, to
create both a positive and respectful approach. In schools it’s central that the indoor
and outdoor learning environments are interchangeable. Outdoor teaching gives you a
greater chance to combine bodily movement
with conventional thinking.
The term ”outdoor pedagogic” is defined
in the National Encyclopaedia and coined by
the National Centre for outdoor pedagogics
at Linköping University (2004):
Outdoor pedagogics are an approach
aimed at learning through interchange
between experience and reflection
based on tangible authentic experiences.
Outdoor pedagogics are also inter-disciplinary research and education fields that
amongst others involves:
• that the learning space is moved out
into the society, natural and cultivated
landscapes.
• that the interchange between sensory
and academic experiences are enhanced.
• that the importance of the place for
learning is recognised.
The spread of outdoor pedagogics
Outdoor pedagogics today is an acknowledged term both within and outside the
school sphere. More and more teachers in
pre-schools and schools are understanding
the importance of a varied education and
of learning in different ways. Research also
confirms that an increasingly active intensive
teaching environment is positive for health,
stress, motor skills and learning. This could
be achieved by teachers expanding their didactic tools (what, where, how, when and
why) in using different scenarios readily available in the outdoor environment. There is
a growing interest in courses covering outdoor pedagogics, both nationally and internationally, and the teaching institutions are
recognising the importance of encouraging
their staff about learning outside the classroom. There is a drive to find activities that
are possible both in the playground and it’s
local environment. Teachers in the field already have many different ways of teaching
and attack angles that are just waiting to be
shared. It’s all about daring to try new ways
of teaching!
Nature experiences
In the natural and cultivated landscape you
experience learning with all your senses.
The nature arouses your curiosity in different ways, for example the first time you
bend down to pick up a beautiful stone or to
discover that different types of wood burn
▼
Find an area with varied terrain.
Gather participants and tell them
a story that they are participants
in the world’s most well-known
science expedition, on a trip in
uncharted waters. You have had
problems with the navigational
instruments. The result is that
you ended up on this beach! Now,
it’s all about finding out about the
area. The expedition members
are split into different groups (2
to 3 in each group) all “experts” in
their own area:
• The geographer wonders about
how the land was created and
has ideas about why it looks
like it does.
• The archaeologist looks for
traces/remains from human
activity.
• The botanist can be expert in
winter green plants, mosses,
lichens and everything taller
than a metre.
• The zoologist searches for
animals and what tracks they
have left.
• The artist describes what they
see either with words, shapes
or colour.
• The cooks, that know about the
expedition members dietary
needs, go to see if they can
find something edible.
The different research groups
now get 30 minutes to search
the area. When they re-group
they show the other groups what
they have found and show them
the places where they found
something interesting. You can
do this exercise in two different
ways:
education based on the national curriculum.
Teachers and students get immersed in both
nature and culture. Holistic understanding
and knowledge of how things are linked to
each other are furthermore enhanced when
all the senses are involved in the learning
process. Experiences from childhood (from
forests, villages, cities, mountains, beaches
or the sea) remain in our imagination - where memories live their own life. We become
part of that landscape here and now- the
landscape that carries evidence of forces of
nature and traces of people.
50
• to work with all the school subjects,
at different speeds. The curiosity can also be
stimulating by smelling a butter knife made
of juniper wood or by standing on seashore looking towards the horizon. Nature is
full of experiences such as sounds, shapes,
colours and smells that evoke different emotions. It can offer both dramatic experiences
and comfort as well as creating chances for
new opinions, friendships and values. The
relationship between teaching and learning
in the outdoor environment will be developed in the following chapter.
• to work thematically and across subjects,
• to form a base for friluftsliv in preschool
and school.
The Where Question
Pedagogic knowledge isn’t just a phrase
that can be written in a text or formula.
The silent as yet unformulated knowledge
i.e. the nursery for knowledge that is carried in our culture, is the knowledge that
sits in: the tensing of the muscle, the smell
of the apple, the rhythm of the body, the
senses of proportions and the richness of
language beyond grammar and the dictionary. In this perspective education focuses
on the place of learning, the “where” question. It is the physical nature and cultural
environment that becomes the inspiration
for the knowledge experience. Through the
“widened classroom” the outdoor room,
you have the possibility to increase motivation and thereby stimulate curiosity and
creativity.
The didactics of outdoor
education
A bridge between theory and practice
It is important that schools and other
teaching organisations connect theory with
practice. In today’s schools most of the
teaching takes place indoors, often in front
of computer screens or through theoretical
description. Hence, outdoor pedagogics are
important compliments to the traditional
classroom teaching - a platform for both the
body’s need for movement and the brain’s
need for sensory impression and stimulation. Outdoor pedagogics are important
tool to bring the curriculum to life. To do
this you ought to reflect on:
Children should be given the opportunity
to develop comprehensive mobility by being able to participate in physical activities
and spend time in different natural
environments. Children should be able to
switch between different activities during
the course of the day, both outdoors
and indoors and in varying environments
(p.10,11).
• working holistically, capturing the personal well-being and letting the outdoor
space become a classroom and a teaching
resource that compliments the traditional
education,
THE NATIONAL CURRICULUM FOR THE
PRESCHOOL Lpfö 18
• to work in teams from a problem based
learning,
51
1. Using a lot of fantasy and
feeling the scientists explain what
“actually happened” or what they
found. The idea is to find your
own explanations or names for
animals, for example a stone has
a certain shape due to a giant bird
sitting down every day and sharpening it’s claws. The green moss
can get the name “soft against the
cheek moss” and the artist finds
the stump of a tree sculpture.
2. Using as much information as
possible and digital techniques
and handbooks to work through
your area of expertise area.
Reflection: this can be a way of
getting closer to nature in a specific area for those who don’t have
the knowledge this exercise can
provide a first insight into natural
occurrences. In the first exercise
the fantasy and the feelings are let
loose, then everyone should have
their own explanation and their
own names for their species. Everybody then has same amount of
knowledge and there is no pressure to be a scientist. Through detail
studies you discover similarities
and differences. The next step
could be that the curiosity has
been awakened and one wants to
know how things really are related. To make the fantasy variety
variant can be a real experience,
even for the knowledgeable. It’s
about experiencing nature from an
imaginary perspective, which can
make it easier when you want to
share your real knowledge. The
second exercise means that you
have to be familiar with how to
use reference books. It may also
be necessary to allocate a longer
time for the activity.
Nouns, adjectives and
verbs
(About practicing language
skills)
Split the participants into smaller
groups, 4 to 5 in each group.
During a one minute period gather
different natural objects. When the
group is re-united you show what
you have found.
After a few minutes thinking time
each group chooses suitable
adjectives, verbs and nouns for
each object that describe it’s characteristics and what one might
do with it. This is then presented
to the others.
Let each person write a poem
about the object. Alternatively,
write a poem or a story together
about each person’s object.
Reflection: In this exercise
you are practising cooperation,
choosing a thing together and
looking at it, expressing yourself,
finding the right words for colours
and shapes, fantasy and creativity, standing in front of others,
presenting something you’ve done
together and enforcing what you
know about nouns, adjectives and
verbs.
Spending time in nature can also be the
basis for changing the “indoor room” that
mirrors the outdoor room’s biological, cultural and aesthetic diversity. It is also important to to make use of the local environments “green refugia” in conjunction with
the school grounds. Once you’ve moved the
learning to the school grounds it is easier to
take the next step and go to different places in society for education and learning.
Examples include the city landscape, parks,
farms, water in the local environment as well
as outdoor museums, school forests, nature
schools and school camps (see the chapter
“urban friluftsliv” Page 175).
lowing examples are themes that can be
made to come alive through integrating natural science, culture, environmental/sustainable learning, technique and friluftsliv:
• from earth to table – school gardens and
farms,
• from pine needles to paper – forestry before and now,
• from bud to compost,
• Water wheels and energy – life in water,
lakes, rivers and the sea,
• life in leaves and Earth – small creatures
in compost and in cycles,
• new and old techniques in everyday life
–food and health, living, fire (use of energy) and psychology,
• friluftsliv and handicraft – outdoor crafts,
• connections to subjects and themes
(language, maths, natural science/biology
and engineering), culture integration and
language development,
• environmental changes, sustainable development and everyman’s right.
The What Question
The How question
Another didactic question concerns the content of the learning. Interesting didactic
questions of importance for learning are:
which educational sector can take place outdoors to enhance the first-hand experience?
What affects does this have for understanding the concept?
The next question is about how teachers educate so that pupils learn and gain
knowledge, i.e. the “how” question: how
does knowledge in the world reach into the
classroom? They believed that learning only
takes place at a special time or in a special
place is as wrong as to state that learning in
the outdoor environment is the only way to
knowledge. In all the school and preschool
subjects such as natural and cultural science
there are many connections to the landscape, literature, art and music. If you move the
aesthetic experience to the outdoor rooms a
unity is created that brings together different
Because of this the outdoor room becomes
as obvious a learning environment as the
rooms in the schools and preschools, the
lecture halls, libraries, workshops or physical education halls. Just by “opening the
front door” you have the chance to create
new perspectives and start a changing process.
Outdoor teaching encompasses practical
environmental knowledge (growing, composting and recycling), ecology, thinking
about the cycles of life and sustainable development, education about body and health,
aesthetic experiences, a place for reflection
and a “text book” in all subjects. The fol-
52
parts of the world for each person. A didactic connection between aesthetic forms of
expression such as art, music, drama, dance
and crafts and learning in the natural and
cultivated landscapes could result in a more
“living” knowledge. By combining aesthetic
forms of expression and natural science new
concepts are created as well as a new overall
picture.
As a teacher it then becomes important
to join together different content and subject areas as well as reflecting on how to
use them in outdoor environment. From the
theme of “our forest” for example, you can
tie together the meaning of the forest in the
development of society, nature and the environment, forest and ecology, history and
religion, maths and technology, craft and
handcraft, forest and music, language and
fiction as well as health and well-being.
The When question
As a teacher or leader you need to be in tune
with time and space and reflect on which
learning environments exist and how the
content can suit the landscape and the season. This requires knowledge of the place
both on the human and the natural science side. It’s a good idea to visit the place of
learning before you take the group there in
order to make best use of it’s possibilities
and diversity. The changing seasons can
place special demands on the leadership.
To know when it’s suitable to do different season-related activities and make use
of moments of tranquility. The “when”
question is also about perspective of experience, such as listening to frogs croaking,
picking ripe wild strawberries, bringing the
53
mushroom basket into the forest or seeing
the starling balancing by the edge of the ice.
The when question is also about handling
the group to meet each participants needs.
Is the group freezing, then you bring out a
warming game. Sitting around the fire then
open conversation may be enough. The
when question has as much to do with the
gut feeling of the leader. Often, it’s the when
question that determines what’s possible.
The Why Question
Another didactic question is the “why”
question, for example why is teaching outdoors beneficial?
One answer to this question is that learning in the outdoors mobilises all the senses.
People learn in many different ways when
the different senses are stimulated. Further
reasons for outdoor teaching are that the different demands in the outdoors mean people
work together and therefore develop emotional and social competence. Here the outdoor environment is more suitable than the
indoor environment. In the school context
access to a larger area (space) also has a bearing on learning. Many city dwellers have
forgotten to wonder over the richness of nature, or with a modern expression, the biological diversity.
We risk losing our very contact with nature – the ability of wonder – and subsequently we place ourselves to one side of natural
cycles and processes.
One part of this development is also about
language and the traditions of story telling.
When the culture of language evolved to
a formalised written language people lost
much of their sensual experience, gathered
Geometrical shapes in
the snow
(about working in snow)
Split the participants into groups
(as many as the geometrical
shapes you are working with). Each
group gets a geometrical shape, for
example a circle, square, triangle or
rectangle. Arrange the participants
in a line. Each group trample their
shape in the snow large enough
so the whole group can stand
inside it. The distance between the
shapes should be 8 to 10 m. All
group members stand inside their
shape. The leader shouts “square
– rectangle”. The groups standing
within these shapes have to change
places. When everybody has changed places the leader may shout
“shape chaos”! Then all groups
change places at the same time.
When the different terminology has
been practiced you then build them
in snow and they can become three
dimensional. Here you can continue
with mathematical questions, how
much does the snowball weigh?
How much snow is contained within
the pyramid?
Reflection: Working with maths
outdoors is a fun way of learning.
The participants learn with their
whole body and many questions are
often raised that you can answer
later indoors.
To mirror yourself in
nature
(about choosing a nature
object)
During five minutes of free moving
about the task is to “find yourself”
in a natural object. When you
re-group each person explains why
they chose that particular stick,
stone or flower. Which similarities
exist between me and the natural
object? This is a way to say things
that maybe otherwise you wouldn’t
have dared to say at the same time
as looking at nature with different
eyes, with no demand for species
knowledge.
The focus is on the object and not
the person, which can be a relief for
the unsure.
“This stick is crooked and crazy just
like me”. (Anna, 10 years old).
“Many people probably see me like
this lichen, dry and grey. But once
you get to know me, I think you can
discover that there is more to me
and I’m very stubborn”.
(Eva, 17 years old)
“My stick is long just like me and
has many branches. It shows
that I think lots of things are fun,
ice hockey, music, indoor bandy,
photos, scouts and friends”. (Uffe,
16 years old)
through oral traditions with many associations to the natural and cultivated landscape. The folk stories in the form of sagas and
sayings are still relevant in our education
today and are an important communication
form well worth preserving, learning in situ
rather than using only texts and pictures.
The characters of the sagas have always
also mirrored the human’s need to explain
the unnatural. In the meeting between people and nature there was a relation to the
landscape that could include the natural and
the super-natural. These traditions could be
used more in education to increase the understanding of nature and culture in a historical perspective.
The outdoor environment creates potential for a meeting with the unforeseen and the
unstructured, thereby creating possibilities
for a more flexible learning. Via our senses
we learn to feel the world both from small
parts and the whole. There is however a big
54
difference between to “know about” and
to “understand”. To recognise only, gives
superficial knowledge, as learning is disconnected from the sensory and action-related
feelings. An increased contact with natural
and cultural phenomena in the outdoors
and their changing processes can be seen as
a resource in education and learning.
Outdoor pedagogics creates in all these
manners the possibility for contact with nature, friluftsliv, environmental engagement
and sustainable development and learning.
To be a teacher or a leader in the
outdoor environment
From a teaching perspective experiential
learning in the outdoors requires us to be
open to new ideas. In this book we draw
attention to the friluftsliv possibilities to be
found in the Swedish landscape in the form
of group dynamics, outdoor education and
contact with nature and the environment.
As nature does not have any limiting walls
new possibilities are constantly emerging.
The school and the preschool could to a
large extent use the outdoor room/close environment as a pedagogic resource to fulfil
the national curriculum goals.
The aims of outdoor education
The aims of outdoor education are to bring
the otherwise abstract curriculum to life
through study and activities in the outdoors. A local historical, ecological and
social foundation can be created in children
and young people through outdoor education. Experience in nature gives the opportunity for a more active knowledge, where
feeling, action and thoughts are unified.
Experiential learning use the senses such as
colour, form, sound, smell and feelings create a powerful learning process. Children and
young people then engage in environmental
questions since their knowledge has been
derived from practical experience. Through
experiential education the doors are open
Creatures that are
afraid of the light
(about looking for small
creatures under stones and
mosses)
Nature is full of life that we can
discover when the sun is shining,
but there is also life that doesn’t
show itself in the light, but is
found where the sun doesn’t
reach? Turn over stones, lift bits of
wood, look under the moss. Who
can find most animals that move?
How do you catch them? Who
finds the scariest animal when you
look at them through a magnifying glass? Which animal has the
longest legs? Finally, try to identify
them by looking in different reference books.
Reflection: it is not difficult to
get the participants engaged in
this activity. It’s not necessary to
know what sort of a creepy crawly
you’ve found but to discover them
and see similarities and differences. With a magnifying glass
you can study the details of the
animals, for example hairy legs,
sharp jaws or interesting patterns.
The exercise gives examples of
diversity that you otherwise might
not discover. To emphasise the
details of the animals let the participants in smaller groups choose
one animal and, using natural
objects, build this animal at least
2 m long. At the presentations you
train oral skills as well as each
animal’s characteristics.
55
Fingerprints of nature
to many subject areas. This can result in a
school for outdoors education, where the
motivation, the will to learn is in focus. With
its 45 million hectares our Swedish outdoor
classroom is a vast area that is just waiting
to be put to use by all generations (Faskunger, J., Szczepanski, A. 2018).
(about plaster cast prints)
One way of getting to know the
trees in your area is to gather
plaster cast prints. For this you
need: clay and plaster of Paris
(that can be bought in artist’s
material shops), water, a jar to
mix the plaster in, strips of paper
about 2 cm wide, a paperclip.
Roll out the clay to 1 cm thick
band. (The thickness is dependent
on what you are going to press
down.) Press the tip of a branch
of course. When the stick branch
is removed there will be in a clear
cast. You have now got a shape
that can be filled with plaster. Place a circular paper strip around
the cast to stop the plaster
flowing away. Mix the water and
plaster to thickish consistency
(if you wanted to harden quickly,
mix about a teaspoon of salt per
decilitre water). Poured into the
cast. When the plaster has hardened carefully remove the clay. The
result is a nice print which can be
brown or grey from the clay. To
get the print white the clay can be
brushed away or quickly rinsed
under running water. Should the
prints be hung on the wall then
add a paperclip before the plaster
has dried. The print can be painted with watercolour. It is not only
the buds of the trees in spring
that are good for this. Leaves,
grass, acorns, cones and shells
also make beautiful works of art.
To be a frilufts leader
- learning outdoors
Flexibility
To be a leader in doors with limiting walls is
one thing – to be outdoors, where anything
can happen is totally different. To be an outdoor leader implies that you have constantly
got to be flexible and that it might not always
be possible to follow the planned program.
But it is often the unforeseen that makes the
whole thing more exciting.
Friluftstechnique, the basis for a good
friluftsliv
In order to gain as much as of what nature
has to offer in friluftsliv the art of keeping
dry, warm and fed is essential. Good outdoor clothes (multilayer model) and skills
(fire, cooking and navigation) form the basis
of your own well-being and experience.
To develop in your area
You as a leader have the opportunity to find
different characteristics among every member of your group. Who is it that with life
and energy chops most of the wood and
watches the fire burning? Yes, the otherwise
so hard-working Albert. The mysteries of the
▼
Reflection: the result often gives
new experiences as the prints
show details that you otherwise
don’t notice when you first looked
at it.
56
cooking, the reading the recipes, stirring the
pot to get the food to taste good – here maybe it’s Anna and Samir who come with suggestions, but they are never seen nor heard
in the classroom. To translate the map to reality demands a lot of training for many people, but Lucas finds it easy and feels pride
when he can come with a decisive solution
to the problem. The gathering enthusiasm
in Elin makes sure that she forgets time and
space for all the beautiful stones at the edge
of the beach. Feel how soft the shapes are!
Around the campfire Niklas tells stories and
riddles that others try to solve. The sound of
laughter gives way to seriousness when the
fire slowly dies down and the group starts
to wonder about stars and the universe.
It is never as dark in the city as it is here
in the countryside, but you can feel afraid
there too. The thoughts wander on and on.
All this and a lot more you can discover
if you stop and give the participants time
and space to be themselves. To calmly wait
for the group’s work allowing each to place
their piece of the puzzle is something that
many leaders are strangers to. It is through
the joy of doing things together that both
children and young people physically and
mentally learn.
Being a leader is about being with the
group but not telling them everything in
advance or doing everything yourself. The
main thing is to capture the competence of
the group to solve common problems. To
help with the heavier burdens (carry stone, fetch wood) can be a way to pull your
weight. It is through doing things and reflec-
ting together that the two sided understanding is grounded where the want and the
will to learn increases.
Approach
Leadership in friluftsliv, like all other leadership, is about which core values you
build your activity on – your values towards
other people and your way of being. It’s
also about the atmosphere in the group. If
the atmosphere is supportive then you’re
not afraid of making a mistake. You respect and learn from each other and ask for
help when you cannot do something. In the
classroom or community room it is often
an adult that plans and leads the work, the
same goes for planning the organisation of
the outdoor activities. The difference can be
that outdoors the learning situation is more
forgiving which can generate more open
questions and chances for all participants
to be active in the planning. It is down to
the leadership, that everyone in the group
is happy together. If possibilities arise, it is
a great advantage to split the larger group
into smaller groups where everyone has a
chance to thrive.
The living, small, close-knit group of
friends is the strongest instrument for
development and change that exists at
all. That we should cherish.
STIG HELMERS
Choosing your leadership model
It is not always easy to choose which pedagogical model and leadership model you
should use in friluftsliv. Examples of diffe-
57
rent leadership styles are the command style,
dialogue style, the small group, the patrol
system, the self-steering group and the guidance style in frilufstliv. Which leadership
model you choose depends on the aim of the
frilufts activity, the participants age, their
development and experiences and not least
the situation. Mostly it’s best to use a combination of more than one model. By being
aware and having the knowledge of different leadership models you have a chance to
change and develop your own leadership. It
is also relevant to talk with the group and
discuss how you’ve led and the outcome: has
everyone had a chance to reflect over the leaders approach and how it went?
The command style
In the command style the leader acts as an
expert which means that they stand in front
of the group and expresses their knowledge
about, for example, the birch tree and the
role of the participants is to listen. This is is
the opposite to the dialogue situation where
the group’s common knowledge about the
birch is used. (See the activity tip “circular
reasoning”). The command style can for example work in situations where the weather
changes quickly and the group has to make
a camp rapidly. Then it is the knowledgeable
leader who decides where the wind shelters
and the fireplace should be positioned, before the darkness descends. But in this model
the participants have great difficulties in affecting the content. The model suits well if
Shapes and other characteristic
details that makes it easier to
learn what certain plants looks like
are also shown. Even the person
who is not so good at creating
shapes, drawing or painting can
feel that they succeed in this
project.
The casts can also be made
from animal tracks for example
Elk, Roe deer, Dog. Find a track,
clean it of rubbish, powder it with
potato flour (to stop gravel and
sand catching). Pour the cast,
let it harden. Lift it up and brush
or wash it clean. This is a way to
create curiosity about what you
see in nature.
Something that looks
like a Fly
(about poems on nature)
Split the participants into groups
(4–7 people). Give each group a
poem (that you might have written
yourself so it suits the nature,
season and the participants).
For each poem the participants
need to find a natural object that
agrees with the words. After an
agreed time (10–15 minutes)
the groups reunite and read the
poems with feeling and empathy,
at the same time they show what
they have found. Example of my
nature poems:
Pick something
that grows up high
something small,
that looks like a fly
you quickly want to get a message out to the
whole group. But it’s important that the message is clear and not too long. The command
style model works in certain occasions but
requires that you as a leader are in the centre
and give clear instructions. It’s worth considering how you might get all the participants
in the group to feel involved and achieve a
common goal when they have different levels
of competence.
The small group
Find a leaf the size of your hand
and a stone looking like a tooth,
lying on the land
Light as a feather
looking like leather
something that’s liked by the bear
somehing to decorate your hair.
STIG HELMERS
The patrol system
The small group can be seen as a pre-stage
to the so-called patrol system which is often used for example within the scouts. The
patrol is a small group that holds together,
and where you step-by-step work on a “patrol feeling”. Symbols can be used to create
this common feeling. It can for example be
the name of the group, a logbook, patrol
flag and your own place to be. Within the
patrol it’s members have different roles and
everyone is of equal importance. That can
mean for example to be responsible for the
first-aid, the food planning, in charge of the
web or other activity that covers the need
of the patrol. The patrol is a unit and decides for itself how long you should work at
your allocated task. The rules can be rotated
within the group so that everyone can try
all of them. The patrol leader is the chosen
▼
Find a stone, round as a ball
To decorate the Trolls great hall
Five leaves that are green
that could fix a broken spleen
the most beautiful thing af all
To give to the larvae, because it
is small
Working in small groups is something we all
do, in school and at work and in different organisation. The small group is often short-lived and doesn’t have a leader. The group will
normally have been given all the information
about what needs to be done, how long they
have to do it as well as the aim and goal of
the exercise. Small groups may often be an
organisational solution for all participants
to become more active.
Only when a group takes hold of an
exercise, that everyone feels is important
and stands together, the group becomes
alive. To communally overcome difficulties, have achievements and even (small)
failures, frees forces and open routes to
growth and development.
58
for a short or long time. In this system the
overall leader for the unit gathers its patrol
leaders to discuss the program content and
how one leads a patrol so that they all develop. After this the main responsibility for
doing that accomplishing the task is left to
the patrol leader.
solely to feel that you are part of nature –
but it can also be a method for greater understanding of nature or a means to affect
the development of society. In order to gui-
The self-steering group
The self-steering group is a group of participants that live their own life and don’t have
any formal leader. Here the food is cooked
when you “feel like” it without any leader
directing the activity. The model can be
found in the well-established group where
everybody knows each other well and they
are used to working together. Your role as a
leader is signified by the fact that you mostly let things happen without intervention.
However, when there are potential safety
issues then you have to intervene. This leadership style needs a relaxed approach
without self-importance or an obsession
with timeliness. For many leaders it needs
quite a lot of “ice-cool behaviour” to let the
group take responsibility for their own development.
Guiding in natural friluftsliv
Natural friluftsliv means living in nature
without changing it and understanding why
you seek to go to nature. The aim can be
59
de in natural friluftsliv you need access to
areas that are as un-affected by humans as
possible. As a leader it is important to have
good knowledge about the participants different abilities, their knowledge and stamina. The size of the group is chosen to fit the
season, the way of travel and what nature
looks like. It’s important that the group participates in planning, doing and evaluating.
If the participants bring different knowledge to the group then they can work together
and complement each other. It’s important to
allow enough time, so as to get to know each
other and to experience variations in nature.
Equipment and clothes ought to be environmentally friendly and functional. It can be
good to strive to use locally produced food.
Roger Isberg describes in his book “Journey,
meeting-human-nature” (1991) demands
that a qualified leader in friluftsliv should
meet and where the term “know how” including both knowledge and feeling are central:
Pick something small and red
and something
to decorate your head
six animals that are pretty
and something from a city
a twig like a leek
and a moss, soft on your cheek
Reflection: here fantasy and
feeling to explore nature is
needed. There is no need to have
knowledge of the species to join
in. You can train to act in front
of others by reading a poem and
also showing an object. A help for
those who are shy.
To let the participants write
themselves poems and exchange
with each other teaches them the
art of expressing what they feel
in writing.
To make it all the more exciting
write the poems on the paper with
“burnt edges”. Roll it up and tie
ribbon around it. Hand out the
ribbons with “feeling” and the excitement will rise within the group.
l. Good knowledge of the nature world; a will and an ability to facilitate forms of friluftsliv
that don’t damage nature.
ll. Good knowledge of the guiding process, the will and the ability to facilitate guiding in the
outdoors that doesn’t injure the participants or harm the nature.
lll. Participation in society with an interest to work for a better harmony between nature
and humans, as well as between people with different views.
Circle of touch
ROGER ISBERG (1991)
(to see all the participants)
The participants stand close together in a circle without touching
each other. This is a way to get
close contact with everybody. You
have the possibility to look each
other in the eyes, vary your voice
and feel friendship. Nobody has
to be outside.
Reflection: in the circle of touch
you have the chance to have
close contact with all participants.
Feeling, fantasy and alertness can
be created in an atmosphere that
you couldn’t achieve if they were
spread out. It is easier to have a
conversation in the “closed” circle
where everybody can hear what
you say. Due to its shape the
circle is also a “classroom” where
you can start and end the day’s
activities. At the end of the day it
can become a habit for everyone
to say what they have learnt. A
chance to show that everybody
has learnt something which creates pride, a sense of belonging
and comfort. The participants
also get an understanding of
nature as a classroom.
Circle reasoning
(learning together about the
tree)
Choose a tree, for example a
birch, and make a circle around
it. Everybody takes it in turn to
To be a leader
Together with a group of aspiring leaders with
experience of canoeing and friluftsliv I set off on
the fjord. We steered straight into heavy rain.
The rain hammered against the canoes. From
all directions we were closed in by water but
still felt warm and dry. When the canoes came
around the point we were met by white waves
and the wind diagonally against us - we had
been in the lee!
Just by looking at each other we agreed to
head for the beach and set up our camp behind
a clump of fir trees.
The job of the leader is to ensure everyone
has an enjoyable natural experience. Had it
been an inexperienced group I wouldn’t have
chosen to end up in this situation. If, however,
I encountered that much wind I would have got
the group safely ashore and helped them to set
up camp out of the wind.
As a leader in natural friluftsliv with a small
group we seek genuine situations in life that
we can learn from. We cook because we start
becoming hungry. We navigate to get over the
mountain or the water. We live a full life. We are
out to experience a rich life in a simple way. We
express our inner ambitions in our actions.
The most important feature of the leader is that
they like people and nature. Sometimes it is
sunny and sometimes it rains. It’s when there’s
a hard wind and difficult conditions that a good
leader really is needed.
Sometimes guiding is presented as a
leadership model! But it is about having a
human and natural perspective and that in itself
means that you act spontaneously in different
situations where each require different types of
leadership!
A guide in friluftsliv, formerly a teacher at Sjöviks folk highschool
and now living in North America. In the
books “Färd” and “Enkelt Friluftsliv” you
can read more about guiding and natural
friluftsliv. Both books can be ordered from
Sjöviks folk high school, 77500 Krylbo.
ROGER ISBERG.
60
The leaders obligations
say something about the birch. It
can be anything from it’s latin name
to the ice hockey team Björklöven
(the birch leaves). When everybody
has said one thing you can continue
with another round, and another
until all the group’s knowledge and
imagination has been expressed.
If some of the participants cannot
think of anything to say the others
can help by giving clues.
As a leader, you have obligations both to the
participants and their families. You must
have knowledge about how to act and what
needs to be done if something unforeseen
happens.
It is the leader, through experience and
judgement, that decides when a critical situation is about to happen, as the leader has
knowledge about the participants abilities
and physical condition. It’s sometimes good
to let friluftsliv be exciting - afterwards the
participants feel the satisfaction of having
overcome a common difficulty. But it can’t
be too hard and must reflect the ability of
the group and not what you think is cool.
As a responsible leader you always have
to be able to stop early. A journey doesn’t
depend on how far you travel, it could be
enough to stay close to where you started.
•
Advice to you as a frilufts leader
• Show that you enjoy being outdoors - be
•
•
•
•
•
•
•
•
enthusiastic.
Be interested and inquisitive - explore together with the participants.
Use your fantasy and participate actively.
Seize every situation and if possible build
on it.
If there are many participants, split into
smaller groups.
Stop and gather the group as close to you
as possible when you or somebody else
wants to show something.
If you’re outdoors with younger children,
then sit down on your knees so that everyone can see and hear you. Do you not
speak into the wind.
Place yourself with the sun in your eyes
•
•
•
•
•
61
so that the participants aren’t blinded. It’s
better that the sun comes in from the side
and everybody sees each other. Find a rest
or stopping place that is out of the wind.
Work to a fixed timetable and keep to it
-then you won’t get the irritation of unnecessary waiting. It is also important to
have set food times.
Ensure everyone is suitably dressed according to the layering principle. Bring a
spare hat, scarf and gloves so you can lend
them.
Always have some warm-up activities
(reserve games) in your back pocket, it
can be good when you are waiting or if
someone is cold.
Surprise the group with a bag of energy
(raisins or fruit).
Pace the journey according to the participants fitness (physical capacity) and ability.
Turn around in time!
Always remember that people do as you
do and not as you say.
Reflection: as a leader you often
have a tendency to come out with
all the answers. But in this way everyone can help with something. The
participants practice their powers
of association and speaking in
front of others. They also discover
that together there’s a surprising
amount of common knowledge. In
the classroom you can continue
working with the birch theme and
have your own
“birch corner” where you gather all
the facts.
A little “birch list”: white trunk,
silver birch (Betula pendula), downy
birch (Betula pubescens) crooked
birch (Betula pubescens var. tortuosa) in the mountains, drinks a lot of
water, not liked by those with pollen
allergy, good for bird houses, likes
light, birchbark as tinder, furniture,
whisks, plaited bark baskets, shoes
made of bark, tingles as a roofing
material, cutting roses when the
birch leaves are like mouse ears,
colouring yarn, small leaves on
bread, birch leaf tea, mats made
of twigs, the fieldfare (Turdus
pilaris), in Swedish named the birch
thrush (björktrast), birch bracket
fungus (Fomitopsis betulina) called
björkticka in Swedish, a common
Swedish surname “Björk” , songs,
drops it’s leaves in the autumn…
Forest restaurant
(about searching for animal
tracks)
The forest has many food guests.
Split the participants into groups.
Every group gets their nature
area. Try to find as many traces
of food places as possible. It
could be cones, nuts, bitten
off twigs, gnawed bark, insect
attacks etc. Try to identify who
the food guest was. Reference
books may be useful. Invite
parents or another group/class
to the forest restaurant. Mark
the different places, for example
with plates, knives and forks. The
visitors have to work out who the
food guests were. Finish around
the campfire or a stove and offer
some freshly baked bread with
pine needle tea (crush pine needles with a stone or a spoon and
then boil them for a while in water.
Discuss the different animals and
their food habits.
Reflection: when you concentrate on a subject you realise how
much more there is to know. It’s
also stimulating to show what
you discover to others and it can
serve as an alternative program
for a parents evening.
If you walk fast fast
and look straight ahead
then you get quickly forwards.
If you walk slowly
and look at everything by the wayside,
if you pick up a stone
and smell a flower
-then it doesn’t go very fast.
But the stone
and the flower
have become your friends
Experiencing nature together
The advantages of discovering nature in a
smaller group is that you can move silently through forest and terrain more easily. In
the smaller group you learn both helpfulness
and understanding. The group focuses on
the same thing at the same time and communicates with soft, whispering voices and gestures. Everybody can fit out of the wind behind the big stone or under the fir tree. Each
person has the chance to try for themselves
and learn, with the help of a friend. In the
group you get close to each other -everyone
feels the heat from the same fire. Whilst the
fire fades you talk about the experiences of
the day, from your own thoughts as a person, nature and life.
KAJ BECKMAN
Friluftsliv in groups
Adapting for age
To experience nature and everything that
happens has nothing to do with age. Old as
well as young can have happiness from the
same experience.
In this book there are examples of many
activities and it’s up to you which ones you
choose to use. The activities can be used in
different ways. An activity might only be
used as a prompt, resulting in something
completely different from that described in
the example. You may use another activity
exactly as described, a third might have to
be adapted according to the participants
abilities. With imagination and feeling the
simplest activity can become an exciting
experience. Other activities in the book can
be used for individual learning or to bring a
group together. Activities can be developed
and transformed in different ways, and made
to suit all ages all levels of education.
62
It is not always possible to work with
small groups in a school environment. If you
are out with larger groups then you need at
least two leaders. From a safety perspective
one leader for every ten participants could
be a general rule. If something unexpected
happens there is always a leader that can
look after the injured whilst the other leader
can take care of the rest of the group.
When it comes to “close up” experiences
you should divide the group into one smaller and one larger group. Whilst the smaller
group and one of the leaders may, for example, study or observe the ants in the anthill the larger group spends time on a game
or other activities.
To awaken interest
Children and young people growing up in
today’s society do not have the same daily
contact with nature as before. To get into
nature requires that you get yourself there,
A rolling nature trail
(about trails where the
participants pose their own
questions)
it’s different from when you lived close to
the forest or had your relatives in the countryside. This also means that many children
and adults feel that the forest is unsafe and
sometimes frightening. It is therefore a good
idea to spend some time in green areas nearby, where you can discover nature. Whilst
experiencing the support of a group you can
also feel the excitement of the unknown.
and enthusiasm for nature. The main thing
is that you don’t try and force someone to
enjoy being outdoors. Through games you
can create confidence and show that it’s fun
to be outdoors. Today these things are also
acknowledged in the pre-school curriculum
goals.
In “flow learning”, that is used in different
ecological games (see the activity tip “Oh
deer), you begin by awakening enthusiasm.
The focus is then drawn to something that
should be experienced through close contact with, for example, objects and forms.
Finally, you share the inspiration in a common activity, ending with a reflection. There are many different ways to wake interest
The preschool should provide each child
with the conditions to develop an understanding of relationships in nature and
different cycles in nature, and how people,
nature and society affect each other
63
THE NATIONAL CURRICULUM FOR THE
PRESCHOOL Lpfö 18
Split the participants into three
small groups. Decide on a distance to move (for example 25
long steps). The first group walks
25 steps and stops. They think
of a question about something
they find in that place. Next, the
second group arrives and answers
that question. Then, group two
moves 25 steps, stops and thinks
of a question. During that time,
group three have walked to group
one to answer their question,
continued to group two, answered
their question and now walk a
further 25 steps. This pattern
continues with the back group
moving to the front by answering
questions and thinking of new
ones in a rolling nature trail. To
find the route, and sometimes to
help with questions, a leader may
follow the group. As variations you
can take running steps, ant steps,
giant leaps or walk backwards.
Reflection: the participants have
a chance to choose their own
route and find the content relating
to the nature. When the participants do this they develop their
powers of observation and ingenuity. It may also be exciting to
see if you can think of something
that the others can’t answer. In
this exercise the group chooses
for themselves the level at which
the questions should be pitched.
It could be anything from finding
a round stone to the knowing the
latin names for a species.
Helicopter perspective
Some advice on play
(about observing yourself
and your leadership from
above)
• Play often and focus on creativity and
fantasy by placing the game in an exciting
context.
• Join in the game yourself.
• Think about the terrain and adapt the activity if necessary.
• Vary the games, there are lots to choose
from: hide and seek games, wild games,
group games and games in pairs. There are
games that emphasise different aspects;
creativity, the senses, co-ordination, movements, co-operation and lots more.
• Using fantasy doesn’t only apply to younger children. Adults also think it’s more exciting if they are detectives looking for traces and signs with magnifying glasses then
just to look for traces in general.
You and your colleagues go
through the latest excursion and
look at what you did and how you
did it. What happened when you
were going to cook? Who took the
initiative? Was everybody so tired
that they were just waiting for
someone else to fix the food? Did
everyone help or was this someone who always had “something
else to do”? Was it you that gave
the order about what should be
done or did it come from the
participants own initiative? How
did the sundial arrive? Had you
decided to make one or was it
because Pelle asked what time
it was?
Reflection: by reflecting on the
different situations and thinking
why things happened you have
the chance to be more aware
next time of your own leadership
and also consider the competencies of the participants. It is
not only when something has
gone well that you should reflect
on leadership. What was it that
made it successful? A question
that’s not so easy to answer if
you haven’t made an analysis. It’s
not enough to say “today the participants were good”. You need
to understand the reason. It may
have been your leadership.
The road to knowledge
There isn’t only one way to gain knowledge and a feeling for nature in the landscape, there are many. As a leader the task is
to, with different didactic tools, awaken the
enthusiasm and inquisitive nature of the participants. Here knowledge is mixed with fantasy and creativity and then you work with
these experiences when you get back to the
campsite, the pre-school or the school. Here
are some examples:
The common dandelion (Taraxacum officinale) can become exciting if you start to
explore it together. Take out the magnifying
glass and find out how many little animals
are hiding in the flower. If in confidence you
tell someone that they become irresistible
if they have a dandelion in a band around
64
their neck then everybody will have to try a useful method to get the dandelions taken
out of the school grounds? The roots can
also be boiled, change the water a few times
then the bitter taste disappears, use the roots
for a dandelion gratin or a soup. The first
tender leaves can be used in a salad. When
the dandelion has flowered and it’s standing
there with a ball of fuzz you can’t resist the
temptations to pick it and blow. Who hasn’t
followed the beautiful plumes as they are
carried away by the wind? And the most exciting is to see if there are any seeds left. If
you manage to blow away all the seeds in
one go then according to folklore you can
have a wish.
Sfären av fjun
Maskrosens lyskraft brann ut.
Nu väntar dess fjunklot i vindstillan att den
lätta kupan av vindull
skall lyftas av från den släckta lampan.
HARRY MARTINSON
Recognise that the great spotted woodpecker has its feeding place in an oak tree
or a telegraph pole as you can see from the
pile of cones that are there- a woodpecker
feast! Investigate the cones in the pile to see
if the woodpecker has managed to get to
the seeds. It takes about four minutes for a
woodpecker to take all the seeds from a pine
cone and then the woodpecker will have
hacked about 800 times. Why not follow
the woodpeckers feeding habits by counting
the number of cones. Compare this with
other animal foraged cones.
A precious child has many different
names
Everybody who has read Emil in Lönneberga knows that “krösa “is the local dialect
name for lingon berries in Småland. Many
of our plants have dialect names. Often they
refer to what they were used for or what
they looked like. St Peter’s keys, the keys
to heaven, may keys, yellow hood, cuckoo
spit, cuckoo flower, cuckoo trousers or cat’s
wellies are all dialect name for the cowslip
(Primula veris). The name Saint Peter’s keys
can be related to the legend when Saint Peter happened to lose his keys of the purest
gold. Where the keys fell to earth the flowers
grew. The name cuckoo trousers came from
the fact that the Cuckoo sings in May and
hides its long “tail” in its green “trousers”.
There are many examples you can use to
start an interest in what occurs in nature
amongst others through folklore and tales.
It can be little things that open up a whole
new world. When you begin to realise that
every part has its function and meaning
then respect and wonder is built for the nature around us. You can discover the cycles.
If you meet the snail living in a mushroom
then it is allowed to stay- you don’t kick it
to bits.
The adder is allowed to be left in peace
and you don’t gather all the bluebells and
take them home. The responsibility for life
in nature has hopefully been awakened.
Discover the winter
Regardless of the season you can make exciting finds in the landscape. It’s only about
having suitable clothes and equipment.
Most commonly you are outdoors in the
65
spring, summer and autumn. Remember
that winter too can offer experiences outdoors. What can be more wonderful than to
walk in the deep snow or to throw yourself
backwards, wave your arms and legs legs
and create “snow angels”?
Apart from doing all the sports of winter
there are good possibilities to study the forest and the local environment during the so
called cold season. The tracks in the snow
show signs of more life in nature than you
thought. In the winter you can establish that
both the hare and the fox dare to come quite
close to the urban environment. Following
the tracks of the hare gives room for many
different theories and thereby gaining of
knowledge. You can observe that the hare
has found last year’s grass and eaten on some
aspens. During the winter you also often find
droppings (round, small and flat dry balls)
and other traces. Bring a measuring tape the hare can take giant leaps! How long a
jump can the participants make themselves?
Under the big fir there are lots of small
shoots. It is the squirrel that has cut them
from the outer shoots to get to the male
flower buds that are right at the tip of the
branches of the fir tree. When the squirrel
has eaten the buds it lets the fir shoots fall
to the ground. If you are lucky maybe the
squirrel turns up in its grey winter coat.
The white snow isn’t always as clean as it
looks. You can melt snow from different places and filter the water through a coffee filter.
The results can lead to questions and discussions about pollution that can be in the air,
where it comes from and how it can affect
our common environment.
Hunting wolf
(about the game “the wolf and
the sheep”)
“In this forest the shepherd could
always let the sheep loose, even
though there were wolves hunting
there. The secret was that the place
was enchanted and the sheep knew
how to protect themselves. When
the wolf came the sheep stood
close together, close enough so
that the wolf could not reach their
stomachs. If however, he managed
to scratch a sheep the sheep immediately transformed to become a
wolf and the wolf to a sheep”.
The participants can move within
a limited area. One is a wolf and
has a hat or something in their
hand. By chasing the others and
placing the hat against the stomach
of somebody else, this person
transforms to become the wolf. The
wolf becomes a sheep as soon as
he/she has tagged somebody. By
standing in pairs stomach against
stomach the participants can avoid
an attack. The wolf can linger for as
long as it takes to count to 5. Then
the pair must split, so the wolf has
to be able react quickly. The sheep
cannot seek protection with the
same friend each time. After a while
there may be two or more wolves
hunting.
Reflection: in this game you get
warm, practice your proprioception
and help each other. By placing
the game in the context where the
wolf is at the centre, it provides an
opportunity to consider facts about
wolves and how historically sheep
were guarded to protect them from
predation, making the game more
exciting.
Home sweet home
(about the art of feeling at
home in the forest)
Find a place in the greenery or in
the forest that can be a den for
the participants. Give the place a
name. It is much more exciting to
go to “Beaver Valley” then “just”
to go out into the forest. To return
to the same place gives security
and the feeling of home. You
can also see the changes of the
season. A nature diary may be
a way to remember when things
have happened. It could be the
weather, what the leaves and
birds look like, which birds you
see and hear, the flowers you see
etc. The recording can be either
in writing, drawing or photographs. Make sure all children
are in the pictures, as they also
change and develop!
Reflection: many children are
“lost” today. A basic feeling of
safety is missing, often resulting
in “extra lively” and “worried”
children. Children develop at their
own pace and need to explore
and become safe in their world.
By feeling at home this basic
sense of security grows, the child
is then open to discover other
values.
Darkness – our friend
Who dares to go into the forest when it is
dark? To wander alone in the forest is for
many people totally unthinkable. The forest
is something unknown, and what you don’t
know you are often suspicious about. The feeling that every bush hides something dangerous can be frightening. To get to know the
surroundings in daylight is one way to eliminate possible fear of the dark. Another way
is to make an errand outside in the darkness
to fetch some sit mats that were left by the
campfire or to check that the camp lantern
is safe for the night. Try to bring some of
the participants with you! Sieze the occasion
and sit down to listen to what the darkness
has to offer, experiences that you don’t notice during the day. Listen, feel and experience the smells of the night! Wonder about the
66
stars and the skies. Talk about the feeling
of comfort and the nice experience and the
smallness of our existence in the enormous
mystery. Such a moment can become an uplifting occasion!
To put people through a night walk with
scary elements doesn’t help to make anyone
feel safe. Instead, increase your knowledge
and discover the exciting things in nature.
Creep with a group in the dusk, it’s then
when the animals are active. The roe deer
at the edge of the field requires care otherwise it will be frightened and run away. Use
the imagination of the participants in games
and stories to make the whole experience
exciting in a positive way.
To silently sit by the campfire and listen
can result in many sounds being heard that
require an explanation. What is the squea-
king now and then, maybe two trees rubbing against each other in the wind? The
thud on the ground can be a falling cone.
When you feel comfortable in the landscape then the feeling of safety is enhanced. It
is that safety that is needed if an accident
should happen. Then the risk of panic in the
group doesn’t worry you.
Ljuslågan sitter som en liten kolibri inne
i lyktan, en vanlig människa ställer sig
framför den, och genast har vi jätten där
på bergväggen. Precis när man vill kan
man få den att försvinna.
HARRY MARTINSON
The nature indoors
For many people it is unthinkable to bring
nature into the classroom. For others it is a
way to make new discoveries by getting closer to the natural material, which can act as
a complement to the written text or a picture in the textbook. The natural material can
furthermore remind us of common experiences and adventures. It is also important
to return living things that we have brought
in. “Reverance for the living” also applies
to spiders and other creepy crawlies.
Many people collect the things you find
in nature. It can be droppings, cones, different kinds of fruits and seeds, bracket fungi,
twisted branches etc. You can for example
make a montage of crooked tree branches
in the different shapes. Bracket fungi can
be fastened to a board with a label saying
where they grew and their name. Droppings
stored in jars can be used for learning and
67
education. Make an exciting exhibition under the theme, what happened during the
autumn excursion?
In the 1800s people shot wild rare animals
that were stuffed so they could be studied.
Today we use digital pictures. The newer
technique is of great help when you want
to show detail. A digital picture shows what
you otherwise wouldn’t be able to see with
your eyes. How many people have for example seen the diversity of living things on
the coltsfoot flower (Tussilago farfara) or the
pattern on the wings of the peacock butterfly
(Inachis io)? With a digital technique you get
the result quickly and can explore the smaller details in the bigger picture.
With digital images you can also project
pictures onto the walls, the ceiling and floor
for example the seed brushes from the coltsfoot, the dandelion or the thistle. These seed
brushes look like each other, but enlarged
you straight away notice differences. In the
same manner you can easily see the differences between the fir and the pine seeds. If
you want to keep the “artwork” then you
project the picture onto paper and fill in the
contours with a pencil. The picture can then
be coloured in.
Younger children have as a rule a greater
ability than adults to find things in nature.
Everything is of importance to them: cones,
stones, sticks, a big leaf, an earthworm or a
lizard.
It is important not to destroy the joy of
finding things so you must carefully explain
that you cannot take home everything you
find. But of course, it’s not always easy to
leave the lizard or the frog when you are so
small!
Framed nature
(about a way to find a natural
motif)
To find motifs when you are
making pictures of something
in nature (it’s not always easy to
decide because there’s so much
to choose from) a nature frame
could be useful. Bind together
sticks or bend a soft branch then
search for the motif by looking
through the frame. Make the
picture using a range of different
techniques: watercolour, different
plants, charcoal (see the tip
“mini-kiln” about making charcoal
in the chapter “Deep forests,
Page 118”) or whatever you find
in nature.
Reflection: to create something
in nature can, apart from using
your own creativity, also give
a feeling for shapes, colours
and other details that you might
otherwise miss. The frame
can be placed directly on the
ground where you find a piece of
“artwork”. Discuss what you see.
What happens if you put a foot
in the artwork? Draw parallels to
the world we live in. How is the
rest of the world affected by our
“footprint”?
Paint tastes
(about painting a postcard
inspired by tastes in nature)
One way to picture nature is
through the colours of different
tastes. The participants fetch 3
to 5 different sorts of leaves. On
cardboard the size of a postcard
you create your piece of art by
tasting the leaf and with the help
of colours “paint” the tastes. One
leaf can remind you of the summer, which could be expressed
through light green twirls. The
bitter tasting leaf maybe gets violet spots and the one that doesn’t
taste much maybe becomes just
a little grey line in the corner. The
postcard can then be sent as a
greeting from the forest.
Reflection: nature experiences
also include two different taste
experiences. You may have tasted
wild strawberries, raspberries and
blueberries, but fir needles and
the wood sorrel (Oxalis acetosella) have their own taste. To avoid
poisonous plants you should ask
the participants show you their
leaves before they taste them.
To grip – in order to
grasp
Do you remember...?
Taking pictures is not always the best way
to preseerve what you experience. There are
moments when the mobile telephone or the
camera should be packed away in the bottom of the rucksack. These are the special
moments – when the very best memories are
brought out. These moments grow stronger
even though the picture inside is fading. Memory pictures that are pulled out with the
words “do you remember…”
To be a co-discoverer
To be a frilufts leader means that you don’t
always know everything yourself, but you
can use the knowledge of the participants to
awaken curiosity, create enthusiasm and be
a co-explorer. This can be done by sharing
your knowledge and experiences, but also by
informing about where you can gather facts
and skills. Make it a habit to, for example,
have a bird book, an insect book or a flora
tucked away in your luggage, together with
digital techniques, that with a simple press
of a button can give you the information
and knowledge you seek. But it’s not always
simple to find answers to questions. Be sure
to take each question seriously, explain that
people don’t know everything and instead
show how you might find the answer.
One method to support your memory is to
write down in a book when and where you
discovered the flower or the insect for the first
time. Then you will more easily remember
where you found it and how the place loo-
68
ked. Next time you look through the book
it’s not only the name you remember, but
also other happenings at the same time. To
know the names of everything isn’t the most
important thing when you try and get close
to nature. In order to discover what there is
in our world we need to train the senses, so
that we can perceive forms, colours, smells,
similarities and differences. With the senses
we experience nature without having firsthand knowledge of each species. But soon
the curiosity is awakened and we want to
know more about the animals, plants and
their names. With the help of imagination,
becoming nature experts can be a way to
awaken the curiosity for further studies.
To give knowledge without giving all
the answers
A leader who knows little about natural science, or lacks the ambition to learn, cannot
demand that others should develop an interest in nature and friluftsliv. The participants
soon tire if they always get the answers “I
do not know” - “find out for yourself!” But
it is not only lack of knowledge in a leader
that may kill the interest in nature. A leader
can also be a “walking book” that lectures
about everything in nature. This can often
be a hindrance for the participants who then
don’t get the chance to find out for themselves. The knack is therefore to find answers
by starting with their own questions:
– What do you think has happened. Why
are there a lots of feathers on the ground?
– Look at these wing feathers! What do they
look like?
– They seem to be bitten off.
– Yes that’s right, I wonder if a fox has been
here? If it had been a bird of prey then the
wing feathers would have been whole as the
bird of prey plucks them with their beak.
– Then it’s probably the fox.
A nature walk without a specific purpose
can give many experiences, just by exploring what you find. That time we seldom
give ourselves unfortunately. Our ambition
is often that the program should be full: a
ball game, nature trail, organised games,
cooking, competitions… where is the time
for your own discovery? One way of discovering an area can be to decide to only focus on certain phenomena and happenings
instead of exploring everything. It can for
example be winter green plants, tracks of
animals, mosses or birds of a certain region.
A feeling for nature through artistic
expressions
It is not only knowledge about what is
around us that can awaken an interest. The
route to becoming interested in nature also
goes through feeling and artistic creativity.
Many musicians, poets and artists have gained their inspiration through natural experiences. But it is not only the committed artist who expresses what they have felt. Take
watercolours and a paintbrush on your next
trip to describe and remember through creating.
You can also use the plants own sap to
“paint” using a crushed leaf, flower petals
or other parts of the plant. The colours that
you create can often be surprising, for example the yellow petals of St John’s wort
(Hypericum perforatum) give a beautiful
violet colour.
Singing and playing musical instruments
by the campfire often creates a nice atmo-
69
sphere. Try and describe today’s challenge
through songs and tones. Simple instruments
can be made from the materials of nature.
Even the literary texts can lift the feeling
when you reach the summit of a mountain.
It might be timely to take out a book and
read, for Swedish speakers maybe what Harry Martinson wrote about the mountain.
Över dem [lavarna på skogsberget] kröker
sig martallen som en tyngdlyftare och
gra-nen som når upp med toppgrenarna
fingrar därnerifrån med barrvassa vantfingrar på bergets hylla, liksom ett slags
barn av det vilda själv, som stående på
tå betraktar den ständiga tystnaden här
uppe, och detta för mänskor och djur så
ofruktbara liv, gråber-gets liv av lavdynor,
mjölonris och sten.
Tracking in the dark
(about looking for animal
tracks with a torch)
In the dark winter evening, when
the snow has arrived, it is time to
find the torches (or lantern) and go
out on a track hunt. With the lights
help you will look for animal tracks.
Follow a certain track and discuss
what do you think the animal has
been doing. You can also see how
many different animal tracks you
find in a given area.
Reflection: here you have the
chance to discover that many
animals move in nature when you
can’t see them. Many “frightening”
sounds can also be explained.
This activity also gives training in
“being out in the dark”, something
both children and adults needs to
practice.
HARRY MARTINSON
Friluftsliv is to seek answers on the
questions of life
Nature offers us a special way to get closer
to the big questions of life. Through managing the exertions of the day or experiencing
together the wonders of the night sky. The
feeling of security from a bonded group. It is
then that the life questions have the chance
to emerge. Where am I in the universe? Who
needs me? Why am I alive? Why isn’t there
peace on Earth? How can we together save
our planet?
The questions are often big and the answers far away, but it is important to put
words to them. The best place could be
around the campfire, when the last glow makes a fantasy landscape, or in the confidence
Darkness map
(about getting over a fear of
the dark with the help of a
map)
Let the participants make a map
or a model of the local area, where
bushes, trees and stones are marked. When it’s dark you then make
a tour together to discover that it’s
only the juniper bush or the stones
that look different in the dark.
Reflection: Feeling comfortable in
the dark doesn’t come by saying
“it’s not dangerous”. You have to
experience it for yourself and get
used to it so you can become a
friend with darkness. This applies
equally to both children and adults.
Trolls in the forest
(about making trolls from
stone)
There are many sayings about the
lady of the forest, trolls, elves,
little people and other creatures
that have lived in forests and
houses over the whole of Sweden
(see the book Älvor, vättar, och
andra väsen by Ebbe Schön,
(1996)). The stories are exciting
and suitable to be told around the
campfire in the evenings. In most
places there are also older people
that can come for a visit to the
campsite to tell their experiences.
In keeping with the theme about
saying is you could use the time
to make stone trolls. It is a pleasure for all ages. Start by gathering
suitable stones. Try to see that
they fit together. Join the stones
with glue, for example Casco
fix-it, that you can buy in most
hardware shops. The hair can be
made with a piece of animal hide
or moss. The arms can be cut out
of skin or painted directly on the
body. Paint the trolls with acrylic
colour or similar.
Reflection: story telling provides
an opportunity to consider how
people lived in the past when they
may have been isolated and didn’t
have electricity or telephones.
of a friend when you’re watching over the
fire. Just by sitting on a stone when the sun is
setting can let your thoughts wander freely.
Friluftsliv gives many opportunities for contemplation. It is maybe to find oneself that
many today seek to go out in nature.
“To pause and wait for your soul” is the
focus of a story about a stressed American
who goes on a demanding expedition in
Africa. On the fifth day the porters refuse to
continue. When they finally talk about why
they’re ending up sitting the answer is that
they’re waiting for their souls. Is this what
we use friluftsliv for, to wait for our souls?
But it’s also about daring to wait. Friluftsliv provides many opportunities – not
everyone dares to take them. Why do interesting funny stories emerge when the atmosphere feels good. Don’t we have the courage
to listen to the silence and feel that we are
not alone? That the greatness around us exists because of someone or something?
Is it that comfort only exists within the family or a group of friends? Feeling grounded
can be found in the moment, in the middle
of a flower pasture when you are lying watching the summer clouds, waiting for the
coffee to boil or when the wind grabs the
sails and you feel the boats movement as it
strives to split the waves.
It is maybe here that you discover that
friluftsliv for you also has a spiritual dimension. Here you are allowed to seek the answers to all the questions of life. The answer
that you seek may come today whereas others may have to seek for a long time – maybe
a lifetime! But it is not when and where you
find the answers that’s the most important,
the main thing is that you dare to seek.
Ljuset sover
Det är skönt med mörkret
Förut var jag rädd
men nu vet jag säkert att
mörkret är en bädd,
en säng för ljuset
att få sova i
när da´n är slut
och allt blir tyst
och man får drömma.
Det är skönt med mörkret.
Himlen ger oss natt,
stjärnorna tänds och gnistrar
som sagans silverskatt.
FRANCES NILE
70
Eating dandelions!
(about making Dandelion
gratin)
Dig up dandelion roots and scrape
them with a knife. Boil them for
about 15 minutes and change the
water a couple of times to get rid
of the bitterness. Pour away the
water. Cut a leek into small slices
and fry them and the dandelion
roots together with some butter in
a pan (under a lid) until the leek is
soft. Cover with cheese slices. Put
on the lid. Ready to serve when
the cheese is melted.
Reflection: showing that weeds
can be eaten might result in some
values changing. You can also
discuss where food comes from.
Why would you rather eat potatoes than dandelions?
Hike
Are you coming on the hike?
equipment and read books. Conversations
with people stir your fantasy and plans take
shape. Each hike is unique if you take advantage of all the possibilities. Through having a formulated purpose the hike can be
more than just a walk. The aim can be to try
equipment, explore a water way, try eating
plants or getting to know new members in
the group. The hike can also be about history or our future as well as using a popular
book or story to give context and increase
creativity in planning and doing the activity
itself. Reflecting after the hike it is then easy
to use words to describe your experience.
Friluftsliv is often associated with the scout
term HIKE. It comes from the English word
“hike” and means a walk on foot. Our understanding of the word is a trip with and
overnight stay in a wind shelter, tent or under the bare sky. It’s not actually necessary
to walk by foot. Canoe hike, bike hike, ski
hike and skating hike can be other variants
on the theme.
Hike preparations
Planning and preparing can be almost as
much fun as the hike itself. It provides a
chance to study maps, work with your
71
Different nature
glasses
(about discovering different
things one at a time)
Observing nature can be easier
if you concentrate on one thing
at a time. Therefore, it’s a good
idea to put on “pretend glasses”
through which you can only see
certain things. When the participants have wondered around you
re-group and tell and show each
other what you’ve seen. What you
see through the glasses could be:
• Trees in a certain area.
• Things lower down than your
knees.
• Tracks and droppings from
animals.
• Edible plants.
• Natural works of art.
• Things that could be used by
man (juniper – butter knife,
birch – broom, oak – boat).
• Evidence of people.
Reflection: by studying one area
at the time the subject becomes
clearer. You avoid distraction.
The exercise can be repeated at
different times and only cover one
or a couple of subjects. Through
reflection you may be surprised
at what you see through the
“glasses”, you see many things
that may otherwise be overlooked. Apart from natural science,
other subject areas that connect
humans to nature and the environment can also be considered.
Before going on a hike you should pose a
number of questions:
– Why should we go on a hike?
– Which are the aims of the hike?
– Where and when should the hike happen?
– Who should come?
– What should the hike contain?
– How should it be organised?
– What equipment should be used?
It is the participants who decide the length
of the hike, the distance and the content.
Many use the hike as a method to bring a
group together and experiencing something
together. At the same time you can practice
navigation, cooking, fire management and
72
bivouacing. The aim can also be to make
nature, culture and environmental studies or
maybe just have a change of scene and do
something different.
During the planning it is important that
the group takes responsibility for most of
the work. Naturally, the leader needs to
be there during this phase too. One should
have recce’d the area and therefore be sure
that there is enough water and wood in the
proposed camp location and consider the
new group member’s needs. To walk with
a pack, cook in the open and not least sleep
in a wind shelter makes the first hike extra exciting. It is not the distance you walk
that determines the experience but the main
thing is that you feel good and you feel safe.
When you and a friend are able to plan and
run a hike on your own it’s even more exciting. Then, the use of frilufts techniques
really come into focus. To sit together by the
beach and watch the sun set or to lie and
chat in your sleeping bags creates memories
for life!
From day excursion to expedition
Day trips, overnight trips, camps and expeditions are different forms of friluftsliv.
What you do depends on your own knowledge, experience, time and budget.
The excursion is mostly done during one
day, and you reach the destination by walking, with a bike or public transport. Even
though you’re not going to be out for more
than a day you should have considered all
safety precautions: what does the allemansrätten say? You might need to make contact
with the landowner or the fire service if you
plan to make a fire or fish.
The overnight trip is an excursion where you might sleep indoors, most often in
a hut. Then, there are also many things to
bear in mind: where do we pick up the key?
Are we allowed to use the chopped wood?
Who do we contact if there is an accident?
Where is the fire extinguisher kept? And
where is the first-aid kit? Although you may
be staying in a hut you can carry out your
activities and practice your nature and frilufts skills outdoors.
The camping excursion is sometimes the
pinnacle. Often the camp is for a week or
longer, depending on the group and the
leaders previous experience. On camp it’s
usual to live in a tent (although some prefer a shelter), possibly close to some kind
73
of a school or similar facility. It is through
managing the art of keeping dry, warm and
well fed for a whole week that you can prove, both to yourself and others, that you’re
competent in the outdoor skills that you’ve
practised throughout the year.
The expedition means taking a longer trip
into new areas and requires more knowledge. Before departure you have studied, planned and trained during one or a couple of
years. The destination can be a mountain
range, the coast, Kebnekajse or the Himalayas.
The roots and the branches of outdoor pedagogy, teaching and learning
Experience based knowledge
Teacher and philosopher John Dewey (1859
– 1952) was one of many proclaimers of
first-hand experience and experience based
knowledge. Through his progressive, pragmatic pedagogy he said that people, by nature, are active, seeking beings – that reflect
on what they have done and why in an experience based context. This pedagogy base
builds on experience based knowledge and
of being in the landscape in other words
learning by doing. The sentence “learning
by doing”, has often been misinterpreted as
only the doing part. In an interpretation of
the original text, “Learn to do by knowing
and to know by doing” (McLellan &
Dewey, 1889), learning is achieved through
joining reflection on the action with text based practice. Insights about knowledge and
Jump 24
(about practicing counting)
Draw up a “figure ladder” from 1
to 24. The distance between the
numbers should be so big that
you can stand between them, but
no further than you can jump over
them. In pairs participants jump
a maximum of three numbers at
a time, count aloud. For example
person one counts “1,2” - person
two counts “3, 4, 5” – personal
one: “6” – person number two: “7,
8, 9” etc. The one who reaches
24 has won.
Reflection: this trains both
knowledge and bodily movement.
The movement whilst jumping
ensures that the whole body is
included in the counting. Naturally,
you could also count backwards
and maybe the aim should be not
to say “1”. This exercise could
also be used in learning a different
language. Draw the ladder in the
school playground. The game
invites spontaneous play. Use
colours that disappear with time.
The next time you re-paint you
will experience the excitement
of the new or the enjoyment of
something familiar.
Magpies build nests
(about saying, mathematics
and movement)
Describe the life style of the
magpie (see its characteristics in
chapter 10, “suburban friluftsliv”).
Split the group into pairs. Each
pair are magpies, building nests.
The pairs gather five sticks (40 50 cm long) and make a nest in
a geometric shape of about 1 m
diameter, using ropes, sticks or
drawing in the sand. They ought
to be 5 m apart. The sticks get
placed into each “nest”. The two
“magpies” stand outside the
nest. Their aim is to gather sticks
from other magpie’s nests. They
may only take one stick at a time
and place it in their own nest
and cannot stand or sit on the
sticks. When the leader decides
the game is finished the sticks
are counted and the pair with the
most have won.
Reflection: the aim in the game
is to co-operate and think of strategies to gather as many sticks
as possible without losing your
own. You practice being quick
and nimble. By starting the game
with a discussion about the life
of a magpie, its characteristics
and myths, you put the game into
context. To avoid the pair with the
fewest sticks feeling like losers
you can recognise them as being
the most honest, a pair to trust. If
you do not want the participants
to run with sticks then pine cones,
that then transform into eggs,
are a good alternative. By having
a specific length for the sticks
and by using geometric shaped
nests you bring in elements of
mathematics.
activity as well as outdoor environments and
the meaning of friluftsliv can set the scene
for the individual to have a holistic view and
a create an understanding of their place in
the world. Dewey wasn’t the first to have
ideas and reflections about activity based
knowledge. It’s roots can be found both with
western philosophers (Aristotle’s phronesis –
practical wisdom) and with eastern thinkers
(Confucius and Laotse) in China. Here is a
brief overview of the emergence and development of outdoor pedagogics.
Evolution and communication
Throughout the greater part of his evolution and development mankind has learnt
through experience and oral traditions in
the landscape. Peoples impressions have
left their imprint in the form of traces and
remains from amongst other things: gatherer-, hunter-, farmer- and industrial cultures.
Urbanisation and technological development has, through time, reduced the contact
and the direct feeling of the green physical
environment. As about 85% of our communication is non-verbal, people need to
re-connect with other communicative environments and other ways to learn – where
the landscape, the nature and the culture becomes a widened classroom and a source of
learning, an arena and platform for knowledge building.
In our educational culture most learning
occurs within the four walls of the classroom
– quite a recent occurrence in the developmental history of mankind. Outdoor pedagogic roots and traditions therefore seek to
recreate and bring to life direct contact i.e. a
74
confrontation of meaningful authentic situations and context.
A historical crossroads is found in the
writings of Aristotle (384–322 B.C.) where
knowledge transfer starts with the experiences of the senses. Aristotle meant that the
consequences of reflecting on things in nature are to be found in the soul.
Authentic and sensual learning
Authentic learning ideas and traditions
were continued by the Czech pedagogue Johan Amos Comenius (1592 to 1670) who
advocated an authentic learning environment together with educational content.
The garden for him became a metaphor for
tangible learning. Comenius based his learning didactics on the where?, what?, how?
and why? questions. In other words, to
bring the educational process to life through
increased involvement of the senses.
In this perspective the landscape becomes
a classroom, a “school”, that enhances the
empathy in encounters with cultural pheno-
mena in the form of buildings, streets, nature- and cultural remains.
Another influential person in the development of outdoor pedagogic thinking
was Jean-Jacques Rousseau (1712 to 1784)
who strongly emphasised the importance of
the interaction between a child and reality
during childhood. In his book Emile or On
education you can read the following:
Since everything that comes into the
human mind enters through the gates of
sense, man’s first reason is a reason of
sense-experience. It is this that serves
as a foundation for the reason of the
intelligence; our first teachers in natural
philosophy are our feet, hands, and eyes.
To substitute books for them does not
teach us to reason, it teaches us to use
the reason of others rather than our own;
it teaches us to believe much and know
little.
JEAN-JACQUES ROUSSEAU
EMILE, (1762)
The Swiss philosopher Johann Heinrich
Pestalozzi (1746 – 1827) describes, in his
theory about learning, that our senses are
the most important route for all knowledge
acquisition. Pestalozzi’s theory formed the
roots for reform in the pedagogic movement – that the view of reality is elevated
to be “the fundamental cornerstone of education”. This “viewing” principle was a
counter to the earlier approach of education
through lecturing and spoken delivery.
75
An increase in digital material and technical
input in education as a replacement for reality, develops an artificial culture with fewer
first-hand experiences and less doing things.
Friedrich Fröbel (1782 – 1852) continued developing Pestalozzi’s methods where
the garden became the core in kindergarten. Fröbel’s thoughts on nature in the book
“The education of man” has influenced the
methodology of outdoor learning.
With Selma Lagerlöf and her book “The
Wonderful Adventures of Nils” as educational material (1907), understanding of the
landscape increased in both children and
youngsters. The Swedish Touring Association (STF) gave scholarships for school trips
under the motto “know yourself, know your
country, know your landscape” until the beginning of the 21st century. The emergence
of folk schools, with their practical educational mission, made outdoor pedagogics with
viewing of natural phenomena and culture
possible. Knowledge of your local environment became a school subject in 1919, and
outdoor teaching continued through some
of the teachers working in the folk schools.
In Sweden’s general folk-school regulations
from 1915 - 1917 the development of the
educational garden was described in terms
of it’s knowledge value, beauty value and
work value: “One was better educated by
the spade and the rake then by the desk”.
Key, Montessori and Freire
The dominant lecturing method was also
questioned by the Swedish pedagogue and
educator Ellen Key (1849 - 1926) who in
her book ”The century of the child” writes
about “soul murder” in the schools”:
Summer rain
(about hearing the rain come
and go)
Gather all the participants in a
small circle. Through different
actions the participants have to
recreate a rain storm. The actions
are: rub the hands together against each other (rain is far away),
tap with the fingers against the
cheeks (the rain is coming closer),
click with the fingers (you hear the
rain drops), slap with your hands
against your thighs (the rain is
pouring down).
Everybody closes their eyes.
The leader starts rubbing their
hands together. When the person
to the left hears that sound they
also start rubbing their hands.
When the person after hears
the neighbour then he or she
also starts until the whole ring is
rubbing their hands. The leader
then starts to tap with the fingers
against the cheek. When a new
sound is heard you finish the
action you are doing and start the
new action. After the movements
“clicking with the fingers” and
“slapping with the hands against
your thighs” it’s time for the rain
to ease. The actions are done in
reverse order finishing with just
rubbing their hands together. The
leader finishes with the last action
until one by one the rain stops and
everybody is silent.
Reflection: here you train listening at the same time as getting
a sound experience. It’s important
to do this exercise in a place where everybody can concentrate.
A living obstacle
course
(about moving a group)
Split the group into pairs. The
first pair walk 15 steps and then
create an obstacle with their
bodies that the next pair have
to get through. When pair two
have negotiated the first obstacle
they then take another 15 steps
and make the next obstacle.
Pair three negotiate the first two
obstacles before taking 15 steps
and making their own. When all
the pairs have built an obstacle
then pair one starts again and
so on.
Reflection: to move a group
from one place to another is
not always an easy task. In this
way the movement can become
more fun. You practice working
together, making it up, to touch
each other and to be creative. As
the participants decide what each
obstacle should be, they pitch
the level of difficulty themselves.
Most often it’s more demanding
for the pair making the obstacle
than for the other participants. It
is not easy to stand on one leg or
to sit with legs against each other
high in the air for all to pass. A
longer hike can be made more
interesting using variants of this
exercise. As a leader you can also
be sure that everyone reaches the
final destination.
And so the pupil continues to be sacrificed
to educational ideals, pedagogical systems,
and examination requirements, that they
refuse to abandon...
What are the results of the present-day
school? Exhausted brain power, weak nerves, limited originality, paralysed initiative,
dulled power of observing surrounding
facts, idealism blunted under the feverish
zeal of getting a position in the class...
The incapacity to observe for one’s self, to
get at the bottom of what is observed and
reflect upon it…
ELLEN KEY
3 SEPARATE QUOTATIONS TAKEN FROM KEY,
E. (1909) “THE CENTURY OF THE CHILD”
Ellen Key was a strong advocate for the use
of physical places rather than classrooms
in the learning process and believed that
“knowledge is what is left when we have
forgotten everything that we have learnt”.
She was a fighter for alternative pedagogics,
the field studies in real life were the starting
point for learning and knowledge formation.
The children shouldn’t only seek knowledge
in libraries but in reality for example practising maths by handicraft and gardening.
The pedagogue and doctor Maria Montessori (1870 – 1952) was also an advocate
for the whole surrounding being seen as a
learning tool where the school environment
invited “doing and thinking”.
In her pedagogik work “Erdkinder”
(children of the earth) she wanted to deve-
76
lop a holistic learning where the whole body
was part of the learning process.
The Brazilian educational philosopher
Paolo Friere (1921–1997) shows the importance of active learning outside the classroom instead of a passive learning process
when only the teacher delivers knowledge
and decides what should be learnt. Freire
saw the importance of work in the learning environment, but at the same time,
like Dewey, raised a warning finger to only
learning by doing. In another words the
outdoor activity shouldn’t happen without
reflection about the learning and education.
The pragmatic pedagogic school
Other theoreticians whose work has influenced outdoor pedagogic philosophy
and didactic foundation are the Americans
Charles Sanders Pierce (1839–19 14) and
William James (1842 – 1910) who both
pre-date John Dewey. They were important
in founding the pragmatic pedagogy school
that outdoor learning has derived inspiration from. In their “pragmatic maxim” it
is established that experience comes from
impressions that dynamically interact with
the physical environment and the whole array of senses. Reflection in conjunction with
outdoor learning will therefore be both a
language dialogue and an action dialogue,
where the learning environment inside and
outside the classroom interact and alternate with each other. It was in this context as
important to read books as to be outdoors
and study reality in situ. In today’s society
and it’s “sedentary screen culture” there is
a point of outdoor-based education that develops a more mobile learning environment
thereby supporting learning through physi-
cal activity -where the body puts thoughts
into movement.
This non-cognitive experience as described above runs as a thread in Dewey’s view
on education. His view coincides to a great
extent with one of the outdoor pedagogues
main aims – education being both “handson” and “minds on” to create lasting memories. The doing creates something lasting
which the abstract statement based pedagogics cannot achieve.
“Flow” in outdoor learning
In studies by the American psychologist Mihaly Csikszentmihalyi (1934 –) the immediate experience has been shown to improve
learning. It’s about the situation where body
movement leads to a feeling of tension,
when time stands still (which is called flow).
Doing friluftsliv and outdoor based pedagogics are examples of learning situations
that all have the flow learning characteristics, i.e. a pragmatic, consequence directed
pedagogic where the action and the concept
are linked together with varying challenges and immediate feedback. In this context
you could ask the question if today’s school
is a “risk factor” or a “health benefit” –
considering the level of activity of stone age
people compared with our sedentary future.
The developmental psychologist Jean Piaget (1896 –1980) thought that knowledge
increased in an action related manner, in
other words to have knowledge about an
object means that you have acted in relation
to the object. Piaget stressed the active nature of knowledge, which means that knowledge as a reflected experience is inseparable
from learning as an activity, where each
77
new experience consists of a reconstruction
or rediscovery. The outdoor education can
with this perspective offer an unforeseen meeting with the “unstructured” and thereby
create just enough excitement in the outdoor
learning environment. In this context it’s impossible to talk about outdoor learning and
friluftsliv without mentioning the German
pedagogue Kurt Hahn (1886 –1974), the
founder of the Outward Bound movement.
For Hahn a morally responsible human was
the ideal using pedagogics in attractive outdoor environments.
Finally, the psychologist and pedagogue
Lev Semjonovitj Vygotskij (1896–19 34)
ought to be mentioned. Vygotskij’s theory
on learning emphasised both socio-cultural
factors and the importance of engagement
with the group – working together with
others and with the environment plays a large role in the development and learning of
children and young people.
According to Vygotskij learning is more
than a cognitive process. Fantasy also plays
a central role and starts with creative actions
of memorised environments.
In conclusion the following can be said
about outdoor pedagogics: increasing the
connection to reality and a students personal
experience of different learning environments increases the potential for enjoyment of
life-long learning. The educational process is
therefore a journey towards better knowing,
with a physical place, for example the school
yard, the pre-school garden and the surrounding environment (landscape) providing a
tangible natural motivation - and a stimulating arena for a pedagogic use of space.
Maths with nature
(about practicing maths with
the help of nature)
The participants walk in a line
towards the leader who gives
each of them a number from
(1 - 5, depending on how many
people you want in each group).
The number is given by holding
fingers in the air. When everyone
has a number they show it with
the fingers of their raised hands.
This creates the groups
Every group should make a
number ladder (1–10) with the
help of things they find in nature,
For example a straw of grass, a
stalk with two flowers, a leaf with
three lobes, a four leaved clover,
a flower with five petals… The
result is then presented to the
other groups.
Reflection: through splitting the
group in this way you become
curious who is going to be in
your group. When making the
number ladder you have to look
at details that you might not
otherwise observe. There is also
a place for fantasy and creativity.
By presenting your items to the
other groups you practice use
of language and talking in front
of others. At the same time you
have a chance to improve your
knowledge of different species.
The “class-bait” – fishing and frilufliv during
school time
(about trying fishing in summer or winter)
”The class-bait ” (”Klassdraget”)
is an offer from the “Sport Fisherman” organisation whereby a
local fishing club helps to arrange
a sports day (winter or summer)
with fishing as a central part. The
leaders from the club run the
activities. The class get given
fishing rods, – short winter rods,
that they can keep, and some
literature. Apart from fishing,
knowledge about allemansrätten
is also included as well as activity
suggestions suitable for the location. The project started in 2007
and more than 90,000 students
have taken part so far. A unique
offer to get to know the aquatic
environment.
The class need to make the
application to the “Sport Fisherman” organisation together with
their local club. You can read
more about this project and it’s
requirements at
www.sportfiskarna.se/KlassDraget
The whole body is needed to learn
Eyes see lots and ears hear much
But hands know best how it feels to touch
Skin can sense if someone is near
That the whole body is needed to learn – is clear.
The brain can think and structure out talk
But legs know best how it is to walk
The back knows best how much weight it can bear
That the whole body is needed to learn – is clear.
If we wish to learn all about our earth
Words can be useful, for what they are worth
But we must be able to get very near
That the whole body is needed to learn – is clear.
LEIF KRISTIANSSON
78
Ecology, human ecology
and sustainable development
– About basic knowledge of nature
BY KLAS SANDELL
Eco…
The ecology of the camp fire
By a campfire many thoughts come to
mind. Nowadays it is not unusual for these
thoughts to be about ecology and the environment. The wood of the campfire becomes carbon dioxide and water at the same
time as it heats me and my tea water. Carbon dioxide is the most important so-called
greenhouse gas and the greenhouse effect is
one of today’s most serious environmental
problems. Still, I’m sitting here by my campfire with a good environmental conscience.
When I look up to the evening sky I see pine
(Pinus spp. ) and alder (Alnus spp.) crowns
that, through photosynthesis in their needles and leaves can capture carbon dioxide.
With the help of water and nutrients (for
example from my ash) new wood for fires is
made with the help of the sun’s energy. At
the same time oxygen is produced – which
we and other animals need to breathe. I
wouldn’t feel this way if I had heated myself
and my tea with a non-renewable (fossil)
energy source, for example with a gas or
paraffin stove. Fossil energy has been created over a very long period of time. To offset
today’s carbon dioxide production then the
79
forest would need to cover an ever increasing proportion of the Earth’s surface.
The fireplace is made of loose stones and
old seaweed so as not to damage the rock.
Tomorrow morning there will only be a little
bit of ash left that I will hide under some
stones before I paddle on.
The science of ecology
It is clear in my thoughts that for a long time
we have had an honorary word – “eco”(eco-logy, eco-philosophy, eco-politics etc.).
I wonder, for example, how many people
know that in social planning in Sweden in
the 1970s it was decided to adopt an “ecological viewpoint”? Ecology is basically a biological science with the main emphasis being
that everything is “connected”. We cannot
see a plant or an animal (for example a human) as something isolated, it has to be seen
as part of an inter-connected system. Even if
chance seems to be the most important driver in the system different parts co-exist and
interact in different ways.
Multiuse of leaves
(about discovering the
differences and similarities
of leaves)
▼
This section is about how, using
leaves, we can discover the
changes in nature, bring our
fantasies to life, practice working
with others in a group and discuss
and argue a case. Split the
participants into groups (4-6 in
each group). During a period of
five minutes the groups gather as
many green leaves as they can
(in autumn they may naturally be
yellow or red). When the groups
re-gather they place their leaves
in a row, from the lightest to the
darkest. Compare with the other
groups which is the darkest leaf.
In the next part of the exercise
you place similar looking leaves
in “family” piles that are given
fantasy names such as the family
“round stomachs”, the family
“arrowheads”, the family “love
hearts”. When presenting the
“families” to the other participants
you split the leaves into new
groups for example the ones with
rounded edges, serrated edges…
In the next exercise the sense of
touch is included. Leaves that are
soft are placed in one pile, coarse
in another and the hard in a third.
Finally, using a magnifying glass,
look at the leaves and order them
from the most to the least hairy.
Using a magnifying glass you will
also see things that the naked
eye can’t pick up, for example
the veins of a leaf, the microorganisms and your own hand.
Ecology, from the Greek oikos = house,
home, housekeeping (compare economy).
The teaching of the interaction between
living organisms and their non-living and
living surroundings.
BENGT NIHLGÅRD & STEN RUNDGREN
The reason that this science has come into
the spotlight is mainly due to the emergence
of different environmental problems. How
much poison has Östersjön, the body of water that surrounds my camp site, been contaminated with? The negative development
with regard to environmental problems was
already in the 1990s described as follows.
This was written in a report about the global
situation from the World watch Institute in
1993.
Despite all efforts to save the environment, all the trends are continuing towards
further damage, just as they were 10
years ago. The earth’s forest cover is
continuing to shrink, the deserts are continuing to spread, a third of all farming land
is subject to severe erosion. The number
80
of plant and animal species that we share
the Earth with is diminishing. The concentration of greenhouse gases in the
atmosphere is increasing every year.
On the plus side however, we can note
that engagement for the future of the
Earth is continuing to grow around the
world, which gives hope that one day
the destruction will be able to stop and
reversed.
The seriousness of the situation can be illustrated by the fact that we will have used
up all of a given year’s resources by the start
of the autumn. Due to the use of fossil fuels,
meat production, over fishing the seas resources etc. the day when we will have used
up the current year’s resources comes earlier
and earlier every year.
The Earth is a system. An animal or a
plant doesn’t “just” die. The death frees,
with the help of tiny organisms, the substances that each animal or plant was made
of. These freed molecules are part of a big
cycle that nature is made of and will, sooner
or later, build up new structures. But is this
really something new? We have all seen how
autumn leaves decay and become earth, that
Solar
energy
Water vapour
Water
Photosynthesis
Carbondioxide
Water
Nourishment for
the plant
Oxygen
Breathe out
carbondioxide
Breathe in
oxygen
ken up by the next link in the so-called food
chain (plants – herbivores – carnivores) this
chain is seldomly more than 4–5 links long.
This means that it is an incredible waste to
make the food chains unnecessarily long, for
example through catching fish (that have
eaten smaller fish that have eaten animal
plankton that have eaten plant plankton)
to then feed to farm animals and only after
that are eaten by us. It is better to eat as far
down in the chain as possible, for example
vegetables (that live directly from photosynthesis) or fish (without the detour through a
domesticated animal) or lamb (that can graze where we can’t grow anything else that
we can eat).
later provides the nutrients for a seed to
grow into a new tree. “Of earth you have
come. To earth you shall return” is written
in the Swedish Christian burial ritual.
A North American Indian said “if the people spit on the Earth, then they are spitting
at themselves”. In our time we often use
different ecological terminology to try to
understand and explain the links in nature.
Sustainable development
What is it that’s “sustainable”?
Environmental discussions today are often
about a more sustainable development (see
chapter 12 on page 217 “Friluftsliv close to
nature, an environmental pedagogic”). These discussions have clear links to ecological
perspectives. The thing that “sustain” is the
photosynthesis that, using the energy from
the Sun, builds up the green plants that are
then eaten by humans and other animals.
(The word photosynthesis means to manufacture with the help of light.)
What population size can be
“sustainable”?
Animals and plants become more and more
abundant until something puts them in
check. This could be a lack of food (or light
for the plants). It could be too many predators (foxes that eat hares etc.) or something
else that means there is “no more room”
for this species in this area. The species has
Since only about a 10th of the energy is ta-
81
Reflection: By working in groups
with only a few instructions the
group has to agree on, for example, which leaves have certain
traits. The participants learn to
take sides and to argue for their
opinions. But the training also
includes accepting the decisions
of others. As a leader you have
a good chance to see how the
group can work together. Is it
always the same person who gets
their will through or who steps
out of the decision making saying
“you decide”? The exercise also
brings attention to the variety
found in nature and in leaves. They
are not just a green mass. With
this as a stating point you learn
to understand that the leaves
belong to different species and
later, using a flora, learn about
the different colours, shapes and
characteristics of leaves.
How many fit in?
(about the carrying capacity
of different areas for plants
and animals)
One way to start to think about
the carrying capacity for different
species in various places is to
start counting them. How many
trees of a given species can be
found in an area in the pineforest,
in the grazing pasture, on the
mountain and in the deciduous
forest? Why is a certain species
less abundant in a particular
location? Perhaps it is low levels
of light, lack of nourishment or
food. Or perhaps the number of
competitors that have grazed,
picked or eaten the food?
In winter you can search for the
tracks of animals. What kind of
tracks are found and where?
Were there many or few tracks?
What might be the reason? Read
more in books about animal
tracks. Reflection: By counting for
yourself you can deduce reasons
and this in turn forms a basis for
ecological thinking.
reached the area’s “carrying capacity”. Animals and plants cannot consciously change
their diet, but humans can.
Through our use of technology we can raise the carrying capacity, so there is space for
more of our species in a certain area. The
food in a given area can support more people when they are engaged in farming than
if they lived by hunting and fishing.
In the industrial society the resources from
other areas and other time periods are important to maintain the carrying capacity. That
so many people can live in Stockholm relies
on transport of food, fuel, waste etc. that all
the time enters and leaves the city. Many of
the resources are derived from other ecological times than our own, for example oil and
other minerals, and will not be returned to
the overall cycle until a long, long time after
we, who have used the resources, have died.
Typically, an industrial society uses resources from greater distances to sustain material
well-being, resources that are distanced both
in time and space.
The world as a dinner
guest
Today every Swede is gnawing on patches
from all over the Earth.
(About a good dinner and
World trade)
TORSTEN HÄGERSTRAND
▼
Invite friends or parents to a
dinner that you make yourselves
using ingredients from across the
world. In the grocery store today
you can find food that has come
from many exciting countries.
Discuss over dinner where each
ingredient has come from and
consider questions about their
transport, manufacture, packaging etc. Is it reasonable that
For how long can it be “sustainable”?
Some limiting factors (things that halt the
growth of a species) are reached straight
away, for example predators or lack of sunlight for plants. Other limitations such as
overgrazing or intermittent dry periods can
occur more gradually.
Humans have built large systems of transport, industry, research and payment to meet
82
our needs for energy, food etc. These large
systems are needed in order to maintain the
carrying capacity of society at today’s level.
Today’s environmental and resource problems are largely to do with the stability of
these systems. We know that natural resources that are non-renewable for example oil,
coal and nuclear power, are important as
cornerstones for our carrying capacity today. Is there enough time to replace these
with more sustainable energy resources?
Humans are not only special in relation
to other animals because they can use technology to raise their carrying capacity. They
are also never satisfied. An elk cannot eat a
limitless amount – it becomes full up!
Humans seem to be able to think of
ever new ways to increase their material
consumption. For humans the carrying capacity is not only a question of how many
can be supported in an area, but also how
much resource each person can use. You can
wonder if the striking differences between
the use of resources by the rich and poor
will be levelled before damaging conflicts
break out and threaten the whole structure of society. Added to this is of course the
deep moral injustice in how the resources
are allocated!
There are, therefore, great uncertainties
as to how many people the earth can support in the long run. This means that you
increasingly need to discuss “principles of
prudence” and that you always have consider “surprises” when you try to understand
ecosystems as well as environmental and natural resource questions. Despite advanced
science and forceful technology mankind
cannot be too complacent about its ability
to control nature, we have to be careful and
ready to reconsider our knowledge.
All material on earth is circulated in a
shorter or a longer time scale (nothing disappears). The only thing that is incoming
to the earth is solar energy, and for sustainability in the long run, we must build
on this. You can liken the whole system
to a waterwheel where everything goes
round and where the movement (life) is
driven by a flow. The solar energy, that is
our flow, “pours” after use out into space in the form of diffused heat radiation.
”Sustainable development” was defined in
the Brundtland report (1987) as:
“Development that meets the needs of
the present without compromising the
ability of future generations to meet their
own needs”.
Ecology and feeling
The developmental perspective we are part of
today, with ever increasing material growth
built on largely un-renewable resources, is
about to “hit its head on the ceiling”, and we
keep banging it harder and harder! It is a ceiling made of both environment and politics.
• We experience increasing difficulty eliminating waste products.
• The raw materials are diminishing, pollute
the environment when used or become increasingly expensive (amongst others clean
air and clean water).
• The population of the world is growing.
• There are not so many “virgin” areas left
to exploit or expand into.
• The rich often have more than they need
at the same time as the poor do not have
resources to buy what they need.
Natural resource
Derived from Peter Haggets Geography: A Modern Synthesis
Nonrenewable
Resource altered
or destroyed by
use fossil
fuels (e.g.
natural
gas)
Resource available for recycling
(e.g. copper)
Renewable (flow or income)
Direct solar
energy.
Geophysical
channels (e.g.
wind, tidal power,
stream flow)
83
Indirect solar
energy
Others (eg. scenic resources)
Geothermal
energy
Photosynthetic
channels
Short run (e.g.
annual field crop)
Long run (e.g.
timber)
we should be able to buy cheap
food from the whole world all the
year round in Sweden? How much
energy has been used to get the
food to our table compared with
the amount of energy contained
in the food itself? End the meal
with an exotic fruit salad, and you
will taste the whole world in one
mouthful!
After this meal when you have
discussed where it all came from
and how it was produced you can
plan a second dinner. This time,
try and cook something that is as
environmental and sustainable as
possible. Information to help you
decide what is sustainable can
be found through the environmental co-operation “Friends of the
Earth” (Jordens vänner) or other
similar organisations. Finish off
this meal with an exotic fruit salad
and cream and “fairtrade” coffee,
where production and processing,
in other words a greater share of
the income, go to the developing
countries themselves. Solidarity
needn’t only be about sacrifices.
Reflection: We often talk
of sustainability without fully
understanding what it’s about.
In this exercise you get a hands
on feeling for shopping in a
sustainable manner. It isn’t always
easy but with willpower, motivation
and practice it soon becomes a
habit to choose the best option.
To shop as environmentally
sustainably as possible, it’s often
a good alternative to choose
local produce. It involves shorter
transport distances and local businesses are supported. Hopefully
we also acquire an ecological way
of thinking.
Oh deer
(about an ecological game
on the need of deer)
people give us responsibility and we have to
try to make these decisions and take action.
This also applies to decisions about how we
choose to live our own lives. We can strive
not to increase the use of, for example, fossil
fuels or the production of various long-term
dangerous substances – which still happens
today! We can choose to challenge political
decisions that lead to increasing division
between different people, both in Sweden
and throughout the world, which occurs
today. Apart from divisions being deeply
unjust they also lead to conflicts and increasing environmental damage.
Linear use of resources (today)
(To a large extent driven by non renewable energysources)
Raw material
Goods
Consumption
Production
Cyclic use of resources (tomorrow)
(Driven by renewable sources of energy)
Raw material
Goods
Consumption
Production
▼
The three primary survival needs
for life are water, food and
shelter. Make two lines 10 m
apart. Split the group (preferably
about 15 for a good outcome)
so that about ¼ are standing by
one line and the rest along the
other line with their backs facing
each another. The small group
are deer. The others are water,
food and shelter. Each participant
decides for themselves which
of the resources they represent
at the start of each turn. This
is done by showing the signs:
Water – hands to the mouth, Food
– hands on the tummy. Shelterhands like a roof over the head.
The deer choose what resources
(water, food, shelter) they need
using the same signs. At a given
signal both lines turn around
showing their signs. The aim is
for the deer to run across to the
resources and find one showing
the same sign as themselves. The
one who was chosen joins their
deer on the “deer line” and are
now also a deer. The deer that
didn’t find a resource they needed
will “die” and become a resource
themselves. Each new round the
participants choose a new resource they represent or need. Each
round is equivalent to one year. To
visualise what happens over time
you could make a diagram on
the status of the deer population
each year. What if nobody shows
the same signs? Catastrophe, the
deer become extinct!
As this ceiling becomes more apparent, there is a growing need for an ecological point
of view. However, apart from ecological
knowledge there is also a need for a feeling
for nature. There is furthermore a need for
a feeling for humans, but not only the ones
living here and now. Developmental theory
shows us that chance and coincidence are
important drivers in nature. Ecology as a
science cannot give us guidance for our actions, other than certain boundaries and limitations. Environmental politics, resource
and developmental questions are largely to
do with values. Feelings for nature and other
84
Refuse
My body – a meeting with
nature
From tea to pee
Even my own body is of course part of an
ecological system. In this respect not much
separates us from other animals. If co-operation and balance is rocked in our lives
then we notice it in the form of deteriorating
health.
We are in the midst of a continuous exchange of the building blocks with our environment via the food we eat and our waste
products. Cells are broken down, die and
are removed and replaced continuously by
new ones taking over their role. The fastest
example can be found in our gut system
(mouth, throat, stomach and intestines) where the outer wall of the intestines is replaced
almost every 24 hours. For this regeneration
we need both building materials and energy.
The building blocks are carbohydrates, fats,
proteins, minerals, vitamins and water. The
energy comes from carbohydrates, fat and
protein. I’m just wondering if I’m not feeling
a little hungry – I just need a pee first.
A short term loan
The waste products that we eliminate
through faeces, urine, breathing and sweat
can be used for other life. We have the material on a short term loan in our bodies, a loan
from up to a few hours to maybe a lifetime.
During the time we have the loan of this material, it can be seen as a link in what we call
life. But when the body lets go of it becomes
dead material.
From somewhere in the cosmic vastness
came the elements to build the provisional
me. Sometime, they will swirl on. They
have never before been aligned in this way,
that made me, and will never align again in
the same combination.
ROLF EDBERG
(loosely translated)
It will come to life again when bacteria or
fungi build it in to their own life processes.
The interchange between living and dead material has happened innumerable times in the
history of life and will continue as long as
there is life. No matter is recreated or used up
– everything is just circulated in cycles where
the shape and forms change. My body is not
my own, but a place for life where building
materials and energy are taken in, serves a
purpose and then is set free. What belongs to
me is life – or rather, life is me. The body and
its material are just a short term loan.
The body is the humans access to the
world and the worlds access to the human.
ERLING KROGH
(looosely translated)
85
Reflection: In this exercise
you can clearly see what might
happen if the ecological balance
is rocked. It may give a chance
to discuss how one can affect
nature. By making a diagram the
fate of the deer population can be
visualised. Maths can be brought
in too by making calculations on
how many deer, as a percentage,
survive each year.
Dinner is served
(About seeing what different
animals eat)
When there is snow on the ground
it is easy to find out which animals
are in the area. At a suitable place
you put out different kinds of food.
These could be cabbage, apples,
nuts, boiled or raw potatoes,
bread etc. The participants could
bring something themselves. The
next day you re-visit the same
place and find out which animals
have been there.
Reflection: it is exciting to see
what food has disappeared and
which animals have taken it. As
it’s quite easy to distinguish the
tracks in the snow there is also
a chance to learn what they look
like and to differentiate one set
of tracks from another. Curiosity
leads to new discoveries and new
knowledge.
Our aquarium
(about ecological studies using
an aquarium)
One way of following an ecosystem
is to create an aquarium. It can
contain plants and animals from the
lake at home (see chapter 7, Wet
Waters Page 133) or bought fish and
plants that you normally have in an
aquarium. The plants are not only for
decoration, they use the energy in
the light to make sugars from water
and carbon dioxide. They release
oxygen that can be seen as small
bubbles on the leaves (photosynthesis). Using sugars and minerals from
the water and the sand the plants
build up tissues that make stems
and leaves.
The fish in the aquarium have to
eat the plants (or possibly the food
that we gave them) to get energy
and material to build up their tissues
and continue and be able to grow.
(In reality there would also be bigger
fish that eat the herbivorous species). There are also small organisms,
mainly bacteria, that break down
the plant parts, the fish faeces etc.
to their constituents, mainly water,
carbon dioxide and minerals. The
cycle is closed. You can close such
an ecosystem completely so it’s totally sealed apart from light (energy)
that has to be added. See if you can
get as good a balance between the
producers, the consumers and the
detritivores (those that breakdown
matter) in your aquarium and no
extra food or oxygen is needed.
Reflection: using an aquarium you
can study what happens over time
and what might happen on a larger
scale in nature. Being responsibile
for an aquarium requires commitment. By following the life in the
aquarium many questions about life
will arise. It becomes a living source
of knowledge and can lead to further
studies in nearby water bodies and a
growing interest in aquatic ecology.
Are you bio-degradable
(about practical experiments in
bio-degradation)
Where are, for example, our kayaks
and other outdoor equipment when
we are dead? Yes, that depends of
course on what they are made of.
Take a plank and nail to it rubbish
made of different materials (try
and find material that breaks down
at different rates). Place the plank
with the objects facing down on the
ground in a nearby place. Revisit
the place every now and then to
see what happens. You can make
many planks and place them in
different places (in water, on dry
land, in the vegetable garden or on
the mountain-side). What is outdoor
equipment that shows respect for
natures cycles made from?
Plants
primary
producers
minerals
water
carbondioxide
Fish
consumers
Reflection: Seeing for yourself what
happens can lead to a greater understanding, for example the reasons
for sorting and recycling materials in
everyday life.
Detritivores
86
The history of the landscape
– about basic environmental relationships
BY BRITTA BRÜGGE AND KLAS SANDELL
The natural landscape
Finally at the summit!
The height above sea level as shown on the
map says 163m. The last 50m felt like ten times that! But on reaching the summit of the
mountain I feel it was all worthwhile. I can
see over wide flatlands and blueish ridges.
Here the coffee in my thermos flask tastes
especially good! My thoughts travel back
in time to when the ridges, like the one I’m
standing on were formed.
I have sat down on the bare rock, a small
shard has come off. In the clean cut face you
can clearly see that the ridge is made up of
different interwoven rock types. A mineral
is a chemical compound creating a certain
crystal shape, colour and hardness. The minerals I can make out here are quartz, feldspar and gneiss, these are the components of
granite. It’s mainly the feldspar that gives
the granite it’s colour. In this location the
feldspar is red – red granite.
The hardness of a minerals can be helpful when trying to determine what type it is.
One of the softest is chalk. You can make
marks in it using your nails. Diamond is the
hardest.
On picking up a piece of rock I see that it
doesn’t have the same structure as the stone
87
I looked at below the hill on the flatlands.
Up here the rock is made of crystallised formations (eruptive). They have come from
the hot melting pots inside the earth’s crust
or hardened from lava on the surface of the
crust.
On the flatlands, that once lay under the
ocean, the rocks in some places are layered
(sedimentary). They were constructed by
wind, water or glaciers over millions of years
transporting gravel, sand or mud. The matter sank to the bottom of the ocean of the
time and have subsequently hardened and
joined together (cemented together). This
is still occurring on lake and ocean floors
today. Sedimentary rocks are for example
sandstone, limestone and shale. In limestone
you may find fossils. These can be formed
from coral, shells or octopus (straight horns,
Orthocephalus). Have a look next time you
walk on a limestone staircase!
Stone knife
(about cutting leather
using flint)
Flint can be found in limestone that contains dense areas
impregnated with silica. When
the flint is broken it often has a
muscle shape with sharp edges
that can be used for cutting. Flint
was therefore an important tool
before humans started using
metals. Flint can be found in the
south of Sweden, for example by
the coast of Skåne.
Leather was an important
storage material in hunter gatherer
societies. A flint scraper, for preparing leather, may have been kept
in a leather pouch hung around
the waist, together with some
needles of bone, an object of bone
or stone (to make holes with) and
a magical amulet. Make your own
leather pouch using a flint knife (a
shard of flint with a sharp edge).
Take a piece of leather, draw a
circle 20 cm in diameter with a
piece of coal. Place the leather on
a flat surface (for example your
hike tray) and cut out the round
piece of leather. Cut out small
holes (shaped like “cats eyes”)
with 2–3 cm space between them
and 1–2 cm from the edge of the
piece of leather. A leather strap
can be made by cutting a sliver
from another piece of leather.
Thread the strap through the small
holes and draw the bag together.
As an alternative to the flint knife a
normal knife could also be used
There is a third group of rocks: the ones
that have changed themselves (metamorphic rocks). These rocks, initially granite or
sandstone, have changed from their original
state due to pressure, heat or elements in
their environment. Examples of metamorphic rocks are marble, mica and gneiss. The
gneiss that is derived from granite under
high temperature and pressure inside the
earth’s crust, has a structure that looks like
“streaky bacon”. (it can be compared to the
granite’s corny structure reminding us of a
“spotty sausage”)
The inland ice
I let my eyes scan the landscape. This is
where the inland ice lay and, when it melted some 10,000 years ago, it left it’s traces.
There are no pointed summits to be seen, the
shapes have been rounded off. On rock faces I can see traces of the movement of the
ice. Gigantic rocks frozen in the ice have left
marks (“ice scratches”) on the underlying
rock as the ice passed over it. I can also see
how the ice has “planed” the mountain’s
surface from the north, the direction it came
from (the approach side) and I can see how
much steeper the mountain is on the “lee
Reflection: when you make
something practical with simple
tools you experience the same
satisfaction as felt by people in
former days.
88
side”, where the ice also left blocks of stone.
At the edge of the inland ice a line of sediment built up. Some was built up at the
mouth of big ice rivers where rounded stones, gravel and sand were gathered. That’s
how the glacio-fluvial eskers were formed.
It is these eskers that I can see on the horizon and that today play an important role in
our water supply. The eskers work as giant
water pipes. The groundwater percolates
though the gravel and can be pumped up.
In many places the glaciofluvial sediment is
used to clean water that comes from lakes
or rivers. This water we later use as drinking
water. Other deposits were made by the ice
and left as end moraines along it’s edges.
Moraine
I leave my vantage point and start to walk
down the slope. Soon, I leave the bare rock
behind and enter a forested area. Here the
mountain is covered by a layer of earth. The
inland ice has scraped the loose sediments
that were lying on the rock.
The ice could even break loose blocks of
rock hundreds of metres across. When the
ice disappeared, it left this material behind.
The land form that was then created is called
a moraine and is common in Sweden. Since
the ice took everything in it’s path the moraine can include both small clay particles and
large blocks of stone. The rock types found
in a moraine depend on where it came from.
From where I’m standing now, I can see that
the moraine has travelled a long way with the
ice, it has fine particles with lots of clay and
small rocks. The moraine that hasn’t come
so far won’t have been ground as much and
contains coarse, sharp edged material. The
glaciofluvial eskers contain sand and soft material due to the forceful melt-water causing
the stones grind against each other.
In a small gravel pit I look at the material
under my feet and make a sketch to compare
it with the excavation for a new car park in
the city. In the gravel pits I can also see how
nature heals its wounds by the way different
plants occur. An early colonist is the rosebay
willowherb or fireweed (Chamerion angustifolium) that already shines pink at the edge
of the gravel pit.
The forest came
But it wasn’t the rosebay willow herb that
came first when the ice disappeared. On the
tundra moorland that was created you would
have found similar vegetation that occurs today above the tree line in the mountains. The
first trees were low, bush-like birches. After a
while as the climate became warmer, the trees
became bigger and the forest spread.
For many thousands of years the forest
consisted of birch (Betula spp.) with pockets of aspen (Populus tremula) and rowan
(Sorbus spp.). As it grew warmer new trees
appeared in the landscape. Pine seeds spread
from the south. The warm climate enabled
89
the forest to grow at higher altitudes in the
mountain regions than they do today. Pine
stumps have been found in the area of Helags, proving that the pine forests grew at least a couple of hundred metres higher than
they do today.
Apart from the pines (Pinus spp.) the oak
(Quercus spp.), elm (Ulmus spp.) and hazel
(Corylus avellana) were also common species
of trees. The birch had to make space for alder (Alnus spp.), lime (Tilia spp.) and maple
(Acer spp.). The forest began to consist of giant trees with glades of lush grass and many
flowers. Young forests of maple and ash grew
so close together that it was hard to penetrate.
The trees wander
The forest that I’m walking through now
consists of birch, rowan and pine, but spruce
fir (Picea abies) is the most common. When
did they arrive? About 4000 years B.C. the
climate changed to become colder and wetter. Trees that needed warmth were forced
back by two new tree species that appeared.
These were the spruce and the beech (Fagus
sylvatica). The spruce came in from Finland,
north of the bay of Bothnia, and spread south
through Sweden. Because it likes the shade
when it is a seedling, it survived amongst
other vegetation. When it becomes mature it
shades and out-competes neighbouring species that need more light. Today the spruce has
almost reached the South and West Coasts of
Sweden. The spruce fir trees that do occur in
the coastal areas of Southern Skåne, South
Blekinge and Western Halland have been introduced by humans.
The beech spread into Sweden from Denmark about 500 years A.D. and is now found
Stone age tea
(About soup or tea made of
rosehip and fireweed)
It wasn’t only people from the
Iron age who gathered things in
preparation for winter. Humans
still do so today. Gather the
red rose hips (Rosa canina),
dry them and boil soup or tea
during the dark winter evenings.
Sweeten with honey. Fireweed
(Chamaenerion angustifolium)
leaves can also be dried to make
a splendid tea
Reflection: Using of what’s
found in nature is a good way
of showing that there are many
useful things that you would
otherwise buy in a shop. When
you use them in the winter you
will think back to the time when
you picked them.
Underground water
(About illustrating groundwater in a plastic aquarium)
Deciduous or coniferous forest?
Apart from man’s intervention the climate
and the soil are what determine which type of
forest occurs in different places. By studying
what grows on the ground you can determine
what must lie underground. Try comparing
what plants you see with a geological map
(showing the rock and soil types) next time
you go for a walk. Sweden with its northern
position is dominated by coniferous forests.
But in the mountains that have a harder climate and in southern Sweden with its mild
winters it is instead the deciduous forest that
dominate. The birch, that was first to appear
after the ice age, can be found in the mountains. There, the climate and the ground conditions are still favourable for this pioneer
species.
▼
Groundwater is the water that fills
all holes and cracks in earth or
rocky ground. The groundwater
level is generally found some way
below the surface and it is visible
in the form of lakes or ponds.
One way to illustrate it is to take
a plastic aquarium (or other
transparent tub) and fill it with
stone, gravel and earth (including
a tuft of grass) so that it looks
like a miniature landscape. Pour
on water, for example with a
watering can, and you will see the
water trickling down through the
ground and filling the aquarium. If
you have a hollow in the “landscape” the groundwater level will be
visible as a small lake. If you put
down a plastic tube split in half
lengthways (for example an
“electrical tube”) on the inside of
the aquarium, the groundwater
level a bit down is visible in this
“well”. If you leave the landscape
alone a while allowing it light and
water, it will soon become a small
living landscape wih plants and
animals.
in the whole of the southern Sweden as far
North as lake Mälaren. During the centuries
that followed the climate varied with warmer
and colder periods up until the 1600’s when it
again became colder. Due to this cooling the
spruce forced the beech back as far south as
Skåne and favoured the animals and plants we
see today.
In southern Sweden the deciduous beech and
oak thrive and establish forests. Between these two areas you mostly find pine and spruce.
After storm damage or clear felling it is the leafy trees that always come back first. As time
goes by the conifers increase and ultimately
pine and spruce fir dominate.
The forest floor will be affected differently depending on whether it’s coniferous or
deciduous. A leafy tree loses its leaves every
autumn, adding material to the ground. The
breakdown of organic matter is faster and the
leafy forest gets a thicker humus layer than
the needle forest. This layer consists of unrecognisable remains from dead plants and animals that are broken down (see brown earth
amongst the characteristics in the end of this
chapter). Coniferous trees don’t drop all their
needles every year. In the south of Sweden the
pine’s needles last 3–4 years, but in the north
it can be 8–9 years. The spruce tree needles
can last 7–10 years. When they end up on the
ground and are broken down acidic degradation products are created making the soil in
the coniferous forests acidic. Breaking down
is slower for needles than leaves, so the layer
of dead plants and animals that have yet not
started to be broken down becomes thicker in
a needle forest (see pod soil among the characteristics at the end of this chapter).
The ants extremely beautiful little
face next to a pine needle
– and she takes the pine needle,
balances it’s green glow finely over
her back and carries it home.
GÖSTA FRIBERG
90
(loosely translated)
The Cultural Landscape
further in the forest and maybe a cow in the
barn. The forest was then inhabited and not
empty like today, empty and mostly only
used by forestry companies. It is interesting
to search for traces of how people lived. But
you have to be a “detective” to discover the
signs
Humans make an entry
When the inland ice disappeared, the reindeer wandered into the tundra. They were
sought after by humans who followed them
onto the land. When the climate became
warmer and the growth of plants increased
it became possible, apart from hunting and
fishing, to gather roots and berries. The people followed the animals and the changing
of the seasons and didn’t affect the landscape that much.
Hiking grounds and expedition areas become more alive when you find an old road
or some fallen fence poles of oak in the forest. You can link this together with how
the area was inhabited and used in former
times. People who still remain, old maps,
local writers and local organisations can become fantastic sources of information. They
can often give an explanation of the stone
walls, the collapsed food cellar or the little
barn on the mire, far away from habitation.
Making such discoveries gives us a reason to
stop and ponder on our own view of nature.
It also tells us of mankind’s dependence on
nature and provides opportunities for poignant experiences.
But as the human population grew, they
started growing crops and became more
fixed in one place (in Sweden about 4000
to 1500 BC). But in order to grow things
they needed fields. All the ground was covered by forest that first had to be cleared.
Suitable tools for clearance didn’t exist yet.
Instead, they used fire and the forest was
burnt down. Roots that rotted and ashes
then provided nourishment where seeds
were sown.
The “footprint” of the cultural
landscape
Historic landscapes today
You can compare the cultural landscape with footprints from the activities of
people of earlier times. These footprints
come in the form of, for example houses, roads, fields and mines placed side by
side and on top of each other, in the natural landscape that the ice left behind.
In a similar way to when a school class or
another group tramples over a muddy area
the last persons tracks are the clearest. If
many have passed you need to be a very
good detective to find the tracks of the first
people. But if somebody has made a track
slightly to side of the rest, where no-one else
We can sometimes find piles of stones, fences and oaks in the middle of the deepest
forest. By the dark forest lake, where an ant
trail runs, there are some old stakes sticking up, evidence of early harvesting. Everywhere around us in the landscape we can
see the remains of the earlier buildings and
other human tracks. They bear witness to a
different use of the landscape than the one
we see today. And today, even deep within
a mature forest there were once many little houses, each with a tiny field enclosure.
There may have been some smaller plots,
91
Reflection: through visualising
what happens in reality in this way
it is easier for children to understand what happens in nature. It
can for example be a discussion
about what happens after clearing
a forest (there are no longer any
trees to take up the water) or an
environmentally dangerous emission (illustrated by for example by
food colouring).
Nature patterns
(About looking for details
in nature)
Draw a number of shapes onto
pieces of paper. They could be
a square, a wavy line, a spiral,
a circle etc. Let the participants
in pairs take this diagram and
look for similar shapes in nature.
When they find a shape, they
tick it off the list and continue
to look for the next. One variant
is to construct small cards
with one shape on each. When
the participants have found a
shape, they take a new card and
continue looking. If they get the
same pattern more than once
the challenge is then to find
different objects. The tasks can
also be to search for a leaf of an
oak, a cone eaten by animals, a
nut etc. depending on what can
be found in the landscape.
Reflection: by doing the exercise in pairs participants practise
expressing what they see. They
also learn to see details in the
larger picture. If you add points
to the different shapes/cards
then you also include a mathematical activity.
Jewellery of clay
(About working with clay)
This is a simple way of working
with clay and firing it outdoors.
The results become a useful
necklace. Use clay, it can be
bought in an artist’s material or
colouring shop.
▼
Take a small piece and form a
bead shape around a thin stick.
The stick needs to be a little thicker than the final hole will be, since
clay will shrink during drying. You
can make numerous shapes on
the beads: round, flat, screw, triangular, oblong, pyramid shaped
etc. Carefully remove the beads
from the stick and place them to
dry in the shade. When they have
dried and become as hard as
leather, you can start polishing
them with a teaspoon or any shiny
object to give them a glittering
surface. Add them to a metal
thread to keep them together for
the firing, otherwise it’s difficult to
find your own beads.
Thereafter, let them dry completely. You can take them home
and bring them back another time
for the firing, or you can sun-dry
them during the day. On a grey
rainy day it can take longer to dry
outdoors, in which case you need
to put then close to a fire, but not
too close as they can crack.
The firing can take place in a
biscuit tin of metal with a lid or in
a burnt clay bowl.
Place the beads in the tin when
they are totally dry. Put on the lid
and put the tin on some stones
ready for firing. Make a circle of
fire around the tin for about 20 mi-
has walked, then it will remain even if he or
she was one of the first passing through. In
a similar manner we find inside the forest remains from time periods long ago, not found
close to urban areas (unless they have been
specially protected).
What the “tracks” look like will depend
on the situation. In the mud tracks will show
clearly but may disappear after heavy rain.
On hard ground or a mountain-side it needs
a heavy force to make any tracks, but these
will remain for a very long time. In a similar
manner the fields quickly become overgrown
but piles of stone, the earth cellar and the
stone bridge can be found for long time.
Village landscape
Closest to us
The tracks we find in the landscape today
and that were created before industrialism,
are often to do with what we could call the
“village community’s” use of the land. Because of this it may be beneficial to consider how people lived and used “nature”
in those days, even if it will have looked
different in different parts of the country
and will have changed at different speeds.
Even before industrialism people developed
and changed their ways of using the nature
– although not as fast as today. Typical for
the “village landscape” was that people used
different resources and were highly self-sufficient.
Nearby plots and adjoining land
In the village the houses and outhouses of different families were generally gathered close
together. The farm animals used the outer
92
grounds, beyond the fences and the stone
wall to graze and were brought in and out
along the village road (cattle road). The distant areas were used for grazing but also for
hunting, fishing, scything grass, craftwork,
and building material, wood etc. These
“outer lands” were owned communally by
the village and reached to the next village.
Inside the fence that kept the animals out,
there were fields, household gardens and
pastures. The fields and household gardens
were generally split, so that each family had
their own section, even if you they had to
co-operate to use them.
How house gardens determined the
size of family plots
To keep a record of how great a part – for
example of a new field – that each family
had the right to, people often used the plot’s
border with the village road as a measurement. By then using the clockwise movement of the sun people knew which part of
the field belonged to each family.
How winter feed determined field
sizes
Hay was the most crucial resource in a village to feed animals during winter. How much
food you could gather through harvesting
and scything in distant lands and taking leaves from the trees (pollarding) etc. determined how many animals you could keep
during winter. The number of animals in
turn decided how much manure you had to
put on the fields and hence how much harvest you made and how large a field area
you could have.
The modernising of the
landscape
The shifting
During the 1700’s and 1800’s, when Sweden
had a population explosion, the Swedish
lifestyle changed radically. Not least in
the countryside, where the increase in the
population was the greatest. The pastures
were converted to permanent fields. New
farming was started in amongst other places
the North (Norrland) and in many places
the water level was lowered and dykes and
drainage systems were established in wet
areas. The 19th and the 20th centuries were
therefore periods of agricultural expansion
in Sweden.
We have got fodder for cattle in previous
years of poverty! Also, we have received
dyking funds. Thirdly, we are referred to
as people living in the deserted lands. It
sounds like we are a bunch of boys to be
brought up with no other rights than to
crawl after each other in the ditches. The
people in the real Sweden, they should
talk about growing and about improving
the state of the earth so as to give better
yield. But we are at the bottom of the
ditch should not hear it, as our ears are
full of peat. We should measure our grass
straws with the neighbours grass straw
and not know of any ways of measuring.
We should become such ditchers and
shovelers that shovels will grow directly
from the shoulders, as if on a mole.
SARA LIDMAN
93
Crofters and paupers, who did the farm
work, occurred from the 1700’s onwards.
The increasing population that grew at a faster rate than food production, forced them
out from the villages. Hunger and starvation
started to spread amongst these people. Something had to be done to break the crisis.
The solution came in the form of the farming
reform, known as “shifting”. The different
shift reforms meant that ownership of the
land was transferred from many small individual plots to a few larger privately owned
areas. Even the communally owned plots, for
example the forests (see earlier in this chapter) were split.
It began in 1749 with the “big shift”, continued in 1803 with the “one shift order”
and finished in 1827 with “shifting by law”.
These orders took a long time to complete
and the reform has continued largely up until
today.
In village life farming, animal keeping, problems, sorrows and celebration had largely
been shared and done together. With “the
shift” the villages were split up as households
moved out to their own lands. This was done
to reduce travelling distances and to rationalise use of the fields furthest away. The safe,
but possibly also limiting, community feeling
of a village was replaced with loneliness
and individualism. This was done to raise
productivity and the standard of living. We
now have the landscape that we are used to
seeing in many places in Sweden today. Single spread out houses with surrounding fields
separated from each other by forested areas.
The shifts, migration to America and especially industrialisation resolved many of the
great worries of the times. Industry produced
nutes, then gradually move the fire
closer to the tin over 15 minutes,
finally add a lot of wood and burn
strongly for 30-60 minutes. When
the tin has cooled off the beads
can be taken out. If you want to
have black beads you can put
dry grass in the tin and place the
beads on this. The oxygen level
is reduced during firing and the
beads will become black.
After firing the beads can be
polished with beeswax while they
are still a little warm in order
to give them a smooth, shiny
surface. They will also become
slightly darker. Thread the finished
beads onto a leather cord and the
necklace is ready.
Reflection: clay is a material that
many people like working with and
here you can follow the process
from raw ingredients to ready
beads. Naturally you can also
fire other objects but you should
be aware that the firing process
is the most difficult and doesn’t
always succeed.
Summer omelette
(About making an omelette
with cheese and white goosefoot.)
For two portions. For the filling: 1
L of leaves from white goosefoot
(Chenopodium album), two decilitres of grated cheese. For the
omelette: four eggs, two pinches
of salt, one dL cold water, 1
tablespoon of butter.
Rinse and clean the white goose
foot, remove any bad leaves.
Boil the leaves for three minutes
in salty water (1 L water and 1
tablespoon of salt). Let the white
goosefoot drain. Whisk the egg
with salt and water. Heat up a frying pan with butter and pour in the
egg mixture. Prick the omelette
with a fork whilst cooking so as
to let the runny mixture go to the
bottom. Spread cheese over the
omelette and fill it with the hot
white goosefoot. Place the finished omelette, folded in double, on
a warm dish and serve hot!
Reflection: White goosefoot is
a common weed that is easily
recognisable. When children make
this summer omelette the hardest
part can be tipping it onto the
dish. It can then be useful to get
the help of an adult.
better tools and new farming methods were
devised. The population moved to the cities
(urbanisation) where labour was needed in
the steadily growing industries. Man’s relationship to nature changed in its core, you
didn’t need to worry in the same way about
your daily bread.
The sanitary situations in the growing
cities were however often poor. New types
of natural resources and environmental problems would also be more and more noticeable as time went on.
A croft adventure
We start by splitting the group using pictures
– three birds and three flowers. They show
species that might be seen during the trip.
We wonder how long it took to go home for
the crofters children. The groups discuss and
write down – most think between 30 minutes
and an hour. After this we discuss how far it
is and how it will feel to walk that distance.
I measure 10 m and the children count their
steps and write down how many they take over
this distance. I show them I have a pedometer
and will measure how far I walk. We look at the
map and agree to take a break beside the lake
that’s halfway.
The children are gatherers and by the forest
edge I read a poem about a gatherer. I have
written “fetch poems” with instructions to fetch
things that are each other’s opposites, often
with the focus on adjectives. The children fetch
poems to read for the groups, together with
material from nature. Lively voices are heard
talking about what could be short and long,
hard and soft, big and little. They also find long
sticks that they use to poke, dig and hit.
It is spring, the last week in April and it’s sunny
and bright today. Roughly 20 immigrant children
from many different countries, are enthusiastic
and curious. Today they going to walk in the
Swedish landscape. It will be a nice day to try
and walk on an old school road that was once
used by the crofters’ children.
We have met not far from the place where the
school itself was in the 1930’s. The hike goes
to the croft called “Larslund” and will cover a
distance of 3-4 km through a landscape of deciduous forest, fields and pastures. Today large
parts of the old road lie in a nature reserve.
I have met the children a number of times
throughout the year. We have visited the area
surrounding the croft and tried all sorts of
activities associated with crofting, played old
cultural games and talked about crofting folklore. We have integrated the experiences with
education about the Swedish language and also
had inputs of practical maths. In this way the
children’s learning has had a good foundation.
Through this Nature school project it’s teachers have wanted “to give children experiences
through using practical knowledge together with
a linguistic development perspective”. Today
it’s the old school route that’s the topic. The
children are well prepared by having read “The
children of noisy village” (Astrid Lindgren).
94
The sun is shining and down by the lake the
children are tired, hot and hungry. Then it’s nice
to eat a packed lunch and in front of us in the
water we have both mallard ducks (Anas platyrhynchos) and grebes (Podiceps spp.).
Now it’s time to build something using
Just imagine the crofter children walking the
same route twice a day every day, year-round in
all weather. For many in our group that seemed
unthinkable.
Now we split the crofter family’s jobs up
between us. Some help to make a fire to heat
the vegetable soup and potatoes. They fetch
sticks, chop wood, pump water and arrange the
serving. Others make a birch wood whisk and
whisk the cream. The soup tastes wonderful
and calm ensues around the fire. There are
embers left for grilling apples and the grilling
sticks that were carved in the autumn get
brought out. The apple halves with sugar, cinnamon and cream taste at least as nice as the
soup. The day is finished with an old Swedish
circular game down on the meadow. Tired and
very happy the children waved to me when they
went to the bus.
material from nature. The children are supposed to create a crofter girl and a crofter boy.
The flower groups and the bird groups work
separately. What should the crofter children be
called and what do they do on the way home
from school? There are many suggestions –
they play football, they play computer games,
they play basketball, they do homework etc.
They ask: could the crofter children really
do this on their way home, through forests
and pastures, on the crooked bumpy path’s?
The children have difficulty understanding the
question about what the crofter children did on
their way home.
When we continue our walk we pass a big
badger (Meles meles) sett. We creep silently
around, count all the holes and look for tracks.
Why has the badger at least 20 holes to their
sett? That bears thinking about. The song
thrush (Turdus philomelos) sings and woodpeckers have left piles of cones under an old
oak. There is so much to explore!
Three hours later we arrive at the old croft.
Now there are many questions in the minds of
the children. Did Santa really come here?
We sit down by the fireplace. How does it
feel now? How far was it to get here? I look on
the pedometer – a little over 3 km. I rephrase
the question: what do you think the children of
the crofters did on the way to and from school?
What have you done yourselves on the way?
Naturally things that we have done and seen
come up. What did you play? After much thinking a girl remember she played with sticks.
Exactly! Maybe the crofter children also did that
sometimes. Another day maybe they gathered
cones and threw them around at each other.
The games were made up on the way home so
that it wouldn’t feel so far.
95
I think it’s important to try and have a working
method that is placed in a real context. Our
cultural landscape and our cultural heritage is
such an arena where you can find traces and
imagine a world where silent practical knowledge is visible in things people have left behind.
All the children in our country ought to be given
the chance to gather knowledge and familiarity
with the sensual and unspoken aspects of our
cultural landscape.
AMMI WOHLIN,
Teacher in biology and environmental
science
Cutting, cutting oats
(skära, skära havre – from a
Swedish folk dance)
(About our cereals)
Work with cereals during an
excursion or theme day. Get
some unground wheat and grind it
yourselves into flour that can then
be used to bake bread (maybe
there is an old hand mill you can
to borrow in a local cultural organisation). Bake bread using different
types of flour. The camp porridge
can also be made using different
types of cereal, for example, oats,
rye flakes and semolina. To get a
long-lasting image you can make
plaster casts of the cereals (see
the activity tip “fingerprints of nature” about casting on Page 56).
Reflection: the different types
of flour form the basis of much
of our food, something you don’t
always think about. By making a
study visit to a farm you can see
the raw material for basic foods.
By making casts it can be easier
to learn the differences between
the cereals.
Signs of human toil
Cairn
Dead “caretaker tree” (ash)
Apple tree
Stone clad
water hole
Gate post
Earth cellar
Stone wall
Rubbish tip
Well
Gooseberry
Nettles
(=nitrogen
rich soil)
House foundation
Lilac
96
96
Lilac bushes (Syringa vulgaris), with their
nicely smelling violet flowers, can have stood
just by the edge of the house or the outdoor
toilet. The earth larder –- often dug into a
hillside and mainly built of stone. Partly underground it was at +5 C. It was therefore
warm in the winter and cool in the summer.
Nettles (Urtica dioica) grow where there is
a lot of nitrogen in the soil. Maybe the site
of a dung heap or an outdoor toilet.
Gooseberry bush (Ribes uva-crispa) –
prickly – but still with small and hairy
gooseberries. Maybe you can also find a
blackcurrant bush (Ribes nigrum) that is
recognised by its characteristic smell when
you touch the leaves. Rhubarb (Rheum rhabarbarum) can maybe also be found. In the
spring there are possibilities to find narcissi
(Narcissus spp.) daffodils (Narcissus pseudonarcissus) and one or two tulips (Tulipa
spp.). The myrtle (Vinca minor) with its
small blue flowers is common by the old
crofts.
A water well where you brought up buckets
of water. Stone clad water holes where the
animals came to drink
House foundation with a broken chimney or
a worn threshold stone- the main accomodation house.
The stone wall that stopped animals coming
in and eating the meadow and field. You
can also find stone walls in the forest and
they are often straight and long. They mark
a boundary. In Småland and Blekinge there’s plenty of stone and the stone walls there
are wide and stable. In Bohuslän they are
thin, unstable and easily fall down – a way
to frighten the cows and teach them to stay
on the right side. In northern Sweden stone
walls were unusual as there were many forests and wood was used instead.
The big decaying ash (Fraxinus excelsor) –
vårdträd (a caretaker tree). If you chopped
it down the house might be struck by bad
luck. The ash is, according to mythology,
the great tree that grew in Asgård and whose crown covered the whole earth. This special ash is called Yggdrasil. In Norse mythology the first two people, Ask and Embla,
were created from two ashes. It was also
said that snakes hate the ash tree and that
the leaves from the ash could treat snake
bites.
A cairn – made of stones taken from the field
(and later also from the meadow) and placed
in a pile. Between the cairns the ground was
often flat and free from stones, a sign that
things were grown there.
A knotted and wild apple tree (Malus domestica). In the Nordic saga apples are
mentioned, and before you set off on long
trips you collected supplies of wild apples
During 1100’s there were many cloisters
created in Sweden and with this the monks
brought in knowledge about grafting (a
method for enhancing the apple tree to get
better fruit). Apples are good for you, there’s a saying that “an apple a day keeps the
doctor away”.
A standing stone, may be a gatepost, look
for remains of hinges or holes on them.
The house rubbish tip can today sometimes
be seen as a ditch or a pile where there are,
amongst other things, are old buckets and
broken porcelain.
97
Rake or rake?
(About making a rake)
Before the summer camp or in
order to keep an area of the
school tidy you can make your
own rake. Rakes looked very
different depending on where in
Sweden they came from. At the
museum you can find out how
they looked in your area.
Here is a description of making
a rake from Västergötland: take a
small stem for the shaft (spruce,
pine or hazel) and peel away all
the bark. Partially split the thick
end about 30–40 cm up the shaft
and whittle the two ends so that
they become square. For the head
of the rake use a naturally bent
branch (ash, oak, birch or willow).
Make two square holes, where the
split shaft can be inserted. Drill
1 cm diameter holes for the rake
tines with 4 cm spacing between
them. Whittle the tines (to be
made of bird cherry tree (Prunus
padus), ash (Fraxinus exelsior) or
lilac (Syringa vulgaris) about 8 cm
long and bang them down into the
head of the rake. Finish it off by
carving the makers name.
Reflection: By making your own
rake you get to try carving in different types of wood. You practise
your skill and the result is usable.
Raking is also more enjoyable
when you can use something you
have made yourself. Looking back
in time, when rakes were used at
the hay harvest and beautifying
the meadows you touch on cultural history in contrast with today’s
farming.
Historic hike
Protected and nurtured nature
(About deciphering old maps)
Parallel with industrialisation and urbanisation came a realisation of the need to protect
and take care of nature. It might be a rare
plant or a large area of habitat. There are
laws and regulations that give society the
ability to protect and conserve nature, both
in it’s own right and for human benefit. In
the environmental law’s opening paragraph
it states:
Get maps (or copies of maps)
from different time periods.
The general military staff map
that was drawn in the 1800’s
can normally be found in many
different editions. The economic
map and the topographic map
can sometimes be found from
different years. Perhaps you can
also get hold of one or more
orienteering maps. Compare
the different maps and you will
discover for example where the
old road was, how many houses
once stood where there is now
only an earth cellar, that the big
forest was once fields. Do you
dare to make a hike using only
the old maps (with a new map,
smart phone or a GPS in your
rucksack for safety)? The old
maps can be found at the county
surveying department (Länsstyrelsens lantmäteriavdelning) and the
newer ones in the bookshop or on
the internet. Don’t forget to ask
older people in the area if they
can lend you old maps.
Reflection: this exercise is primarily aimed at teenagers or older.
Younger children do not have the
ability to translate an abstract
thinking to reality. For their part it
can be enough to make their own
maps of the local area.
… Nature has a protecting value and…
Humans right to change and use the
nature is coupled with a responsibility to
manage the nature well…
National Park. The biggest national parks
are in the northern part of the country. In
Sweden the first national parks were created
in 1909. They were made on the state land
through formal decision by the government.
Today, you mainly want to establish national
parks in landscapes with great natural beauty that are hardly affected by the humans.
The area should also be representative or
unique and be classified as a valuable area.
Nature reserves are for protecting and
nurturing areas that have a significant importance for nature or importance for friluftsliv. The regional authority is responsible
for deciding about nature reserves, but communes when delegated to, can also decide on
this. All types of valuable nature can be protected. The nature reserves can for example
be created to protect nature with limitations
for the general public or to stimulate friluftsliv, with camping places, fireplaces etc. In a
similar manner even cultural reserves can be
established.
98
Nature protected areas are not as common as nature reserves but can have the
same limitations for the general public as
described by the right of public access (allemansrätten). The normal use of the land
cannot be prevented; most nature protection
areas were established to preserve the features of the landscape or to maintain pastures,
grazing grounds and hay meadows as well
as protecting popular frilufts areas. Nature
protected areas are nowadays counted as a
nature reserve.
Natura 2000 is a network of protected
areas throughout the EU. The aim is to stop
extinction of species and habitats and many
of these areas in Sweden are also nature reserves or national parks.
Nature heritage are small protected objects. They could be old trees, unusual stone
formations or small areas with interesting
natural features.
Animal protection areas can be created
especially for protecting the animal life in
a certain area. The regional authority decides on these and they often occur during
certain times of the year. Bird protection
areas are the most common but areas for
seal protection also exist. It is prohibited
to for example go ashore on islands in an
animal protected area or to go too close to
Nature
protection
In nature’s tea shop
(About making tea from
leaves and needles)
Nature trail
land (applies to canoes of course) during
the whole or parts of the year. It is the boat
driver’s responsibility to find out if there
are any protection areas before they set off.
At the regional government office you can
obtain maps indicating the protection areas.
Protection is used to safe-guard certain
plants or animals. It could be for the whole
country or just a local area. Everyone ought
to know the protected plants in their area
so as not to pick them by mistake. The regional authority decides on what should be
protected and produce information leaflets.
Nowadays all orchids are protected throughout the whole country.
Beach protection has been added to safeguard natural values and access to places
for friluftsliv on seas, lakes and waterways.
Beach protection includes the land and water areas 100 m (sometimes more) from the
shore line. This means that you generally
cannot prevent access, for example, by erecting new buildings.
Added to these examples more and more
99
tools are becoming available, for example
“World Heritage”, “Biosphere areas” and
different compensation schemes for landscape management. Information about nature
care can be found from both the national
and regional conservation authorities. The
size and the scope of nature protection and
management is constantly being discussed. It
is important that the volunteers, as well as
those working professionally with friluftsliv
and outdoor education, join in this debate
and show an interest in protecting nature
and caring for it, as well as maintaining appropriate accessibility – both for the natural
and the human benefit.
From diversity to
monoculture
After the shifts
The consequence for the countryside following “the shifts” was mainly that forestry
and farming became more specialised, effec-
Try to make different sorts of
tea from leaves and flowers
when you are out on a trip.
During spring and summer, you
can use freshly picked herbs.
Dry them for use in winter! Place
the newly picked leaves in a dry
and airy place. When they are
totally dry store them in paper
bags. When preparing: boil up
water and add a few pinches of
leaves or flowers. Let it brew
for 5–10 minutes. Place the pan
on a wooden board to contain
the heat. Drain away the leaves
ready to pour into a cup. Possibly sweeten with honey.
Try making different mixtures.
Rowan leaf tea smells nice
and tastes strong. Needle tea
is made from spruce, pine or
juniper. Crush the needles and
pour boiling water over them.
Leave to brew for some minutes.
Forest tea: mix the leaves of
lingonberry, bilberry, raspberry,
rowan with heather flowers and
juniper berries. The whole forest
is in your wooden cup! Please be
aware of possible allergies! Learn
to recognise what you pick so as
to avoid the poisonous plants!
Reflection: show that there are
alternatives to normal imported
tea. Your own tea tastes different
perhaps but you know what it
contains. Some of our plants can
be used to soothe illnesses, for
example camomile tea can be
drunk to cure colds.
The right of public
access
(About different ways to
work with ”the right of public
access” (allemansrätten)
A cornerstone for being in the
Swedish nature is ”the right of
public access ”(allemansrätten)
an old right that says what we
can and cannot do. (See the
section on the right of public
access (allemansrätten) in the
end of this book). Through
working with ”the right of public
access” (allemansrätten) in different ways, you gain a deeper
understanding. The following
exercises are examples of what
can be done:
”The right of public access” (allemansrätten) - the right to what?
In Sweden every person has a right to, in
a respectful way, be on other people’s land
and water without asking the land owner’s
permission (see especially the special section
on allemansrätten’s content at the end of the
book, Page 256). ”The right of public access”
(allemansrätten) is protected in the Constitution but is not specified in law. It can be seen
as a “habit” from the pre-industrial society that then became a part of the emerging
theme of friluftsliv. A habit for the individual
to travel in the countryside as long as they
don’t disturb or destroy anything of value
for those people living in the area. You were
not allowed to take or damage anything of
economic interest, for example trees, grain,
birch bark and nuts (used for animal food)
and this still applies today. Things that were
“left out”, for example picking mushrooms,
flowers and berries, became part of what we
today call “allemansrätten”.
(see above). This introduced further limitations on how to be and travel in nature. We
can therefore liken today’s ”right of public
access” (allemansrätten) with the right to
use the space left over between the legal protections for: the landowners economic interest, the residents right to peace and quiet,
as well as different protected natural values.
Sometimes there have been conflicts
between these factors: littering, noise levels,
over use, chopping down trees, frightening
birds of prey etc. The border lines between
the interested parties are not clearly defined
but are more of a “grey zone” about what is
“forbidden” and what you “ought not” do.
Every now and then there are demands from
landowners and local people that ”the right
of public access” (allemansrätten) should be
limited.
The use of the landscape
Another less discussed threat to ”the right
of public access”(allemansrätten) is the specialisation of the landscape. This links to the
general change in the landscape that’s happened in parallel with industrialisation and
urbanisation. The changes have gone from
a diverse, varied farming and forestry that’s
in tune with the needs of the local population to great specialisation and efficiency to
provide for a large market. The question is:
At the start of the 20th century nature protection needs were added to support certain
areas and species by forming national parks,
protected species, bird protection areas etc.
▼
1. Work in small groups. Each
group gets an area from ”the right
of public access ” (allemansrätten) to discuss. The result can
be acted up for the others either
as a pantomime (without words)
or as a drama. The audience say
what they see.
2. Split an area into a “yes”
and “no” side. The leader says
different statements or poses
questions. If you agree with them
you run to the “yes” side, if not
you go to the “no” side. Examples
of questions and statements: are
you allowed to pick bilberries?
(Yes). Sweet wrappers can be
thrown in the forest (No). Do you
have to stay on existing paths?
(No).
The one that is the 1st to arrive
(alternatively last) can decide on
the next exercise.
3. Go for a walk in the surrounding area, look and discuss
what can be tied to ”the right of
tive and mechanised. Compared with 100
years earlier only a few people now needed
to be employed to produce the food and materials that we think we need. This is amplified by the fact that so much food is now
imported. Some single farms now manage
all the fields that previously all the farms in
the old village worked. The other farms have
either fallen into disrepair, become holiday
homes or homes for people who commute to
an urban area nearby.
100
Should Sweden bank on forestry and
golf as part of the European community
or retain a balanced countryside and be
self-sufficient?
NILS-ERIK LANDELL
The privacy
of the home
Economical
interests
Nature protection
(Allemansrätten)
”The right of public access”
The use of the landscape
”The right of public access” (allemansrätten) cannot be used as an excuse to
stop development of the landscape. The
basis of ”the right of public access”
(allemansrätten) is that you accept the
landscape for what it is, it’s uses and changes, for example for farming, forestry, roads
and buildings.
In the more specialised landscapes it’s important that owners and users can survive
in a competitive market. You have to sell
most and have the best service, both within
the country and in the export market. To
get this to work requires a big and effective
transport system (compare the demands of
motorways, bridges etc.).
A certain landscape is then seen primarily as a resource for the national, or more
often, the global market. If a certain place
is used to grow cereals (for bread flour) then
it should be done as effectively as possible.
Then things like limiting fertility, open dykes, mounds, grazing paddocks or similar
are seen as hindrances. These are eliminated
by applying fertilizer, using buried pipes to
drain the land, removing mounds and large
boulders.
In a similar manner other “fields” should
be managed for maximum efficiency, for example mass produced timber, housing and
industries – but also for friluftsliv! This type
of field is recognised by wooden wind shelters, permanent orienteering posts, planks to
walk on, ready-made fireplaces etc. Of course, this can be seen as a necessary channelling of friluftsliv (and can hopefully tempt
new groups out) but it also risks taking away
the friluftsliv experience.
101
public access” (allemansrätten)
Examples could be children playing, someone picking mushrooms
or exercising. Things that are not
included in allemansrätten could be
discarded beer cans, a car in the
forest or the broken top of a tree.
4. Arrange a walk about the right
of public access
(allemansrätten) for the general
public, visitors at a camp site or
overseas friends who wish to feel
comfortable in the Swedish nature.
Other suggestions are to arrange
walks at places that are often visited by tourists or cooperate with
immigrant organisations and use
these inform newly arrived Swedes
about the right of public access
(allemansrätten)
5. Digital techniques give great
opportunities. Let smaller groups
make a film about allemansrätten.
Find out the regulations that apply
in other countries. What similarities
and differences are there? Could
the film result in more visitors
coming to Sweden?
6. Parents meetings at a school
are also occasions when the right
of public access (allemansrätten)
can be presented as a theatre,
exhibition or quiz.
Reflection: The right of public
access (allemansrätten) should
always be kept on the agenda.
Through working with different
methods new angles are opened
and questions are explored. If in
doubt you can contact the natural
protection agency who will tell you
what is allowed. You can also order
brochures in different languages,
these simplify the spread of
knowledge about the right of public
access (allemansrätten)
The rope trick
(About making ropes from
nettles)
Making history come alive is one
way of explaining the differences
between the past and today.
Through making your own rope
you can show how natural materials were used and compare
with today’s synthetic fibres.
Gather a large bundle of nettles
(Urtica dioica)– using working
gloves on your hands. Remove
the leaves from the stalks. Place
the stalks in water for a 24 hour
period (or at least five hours in
warm water). Bang the stalks
with a stone so that they are
crushed. Hang the nettles up to
dry thoroughly. Get a board with
nails and “comb” the dry nettles.
Through combing you get hard
wearing, thready fibres. These
can then be plaited to make a
rope.
Reflection: making a rope from
nettles is an activity for all ages.
The nettles are normally seen
as weeds but can also be used
for among other things food and
material.
Another aspect of ”the right of public access” (allemansrätten) in the more specialised landscape is accessibility. It can sometimes involve trying to balance on a thin strip
of land between a giant cereal field (with no
ditches groves or similar) and the “wall” of
a not too old “plantation of spruce fir trees”.
Conservationists have for a long time been
pointing out that this landscape impoverishment is a big threat to many birds, plants
and animals that have difficulty in finding
habitats when all the borders zones are thinning. In summary we have another limitation of the The ”right of public access” (allemansrätten), that of the use of the landscape.
Landscape for all?
Forces working against this can be found
within farming and forestry when it comes
to impoverishment of the landscape and
work is ongoing to improve biological diversity. An alliance between the people living
in the countryside and those using it for recreation and leisure is needed when it comes
to the use and appearance of the landscape.
Such a common interest could serve as a
platform to help address the increasing importance of more sustainable, ecological and
locally inspired tourism. If you find more
common interest between the stakeholders
in the countryside, then it would probably
also be easier to fight ignorance and misu-
se along the other frontiers of ”the right of
public access” (allemansrätten).
That ”the right of public access” (allemansrätten) is built on accepting the landscape as it is, with its uses and changes due to
forestry and new roads, is both a weakness
and strength. It is a weakness when it comes
to demanding access to the landscape for
friluftsliv. But, it is a strength when it comes
to access to a living and producing landscape, that we all need. Not least, this can
help us become more engaged and knowledgeable about how we use the landscape to
meet our varied needs: everything from food
and wood to beauty, training and ecological
knowledge.
One of the strengths of ”the right of
public access” (allemansrätten) is that the
landscape itself “tells” the user what is or is
not possible. The use of the land, the season,
the view etc. in relation to the size of the
group and the activity will determine what
you can and cannot do – a pedagogic challenge that also includes great opportunities
to learn about the environment.
New multi-use and a new start to
frilufts politics
The title for this chapter, from diversity to
monoculture, fits the modern societal relationship with nature and the landscape.
But the government’s combined conservation policy from 2002 describes the start
of growing interest during the 21st-century
in friluftsliv, allemansrätt and their connections with tourism and traditional conservation.
102
Two basic elements in nature conservation are to sustain working ecosystems
including preserving plant and animal
populations, their habitats, species and
the geological basis and elements that
underpin these as well as to establish
good conditions for friluftsliv and rich
nature experiences in Sweden.
first friluftsliv white paper and the government have made it a priority.
In Sweden the environmental protection
agency has responsibility for questions regarding friluftsliv and special funds are available. There is also an increased interest in
other drivers such as public health, quality
of life and education. Sweden has had its
There are also new challenges and possibilities in the relationship between friluftsliv
and nature and adventure tourism. There
is also a special challenge to contain and
develop friluftsliv in the increasingly mobile, multi-cultural and urban society (where
environmental regulations provide limited
means to restrict or manage organised outdoor activities). All in all, the future looks
exciting, for the landscape and its role in
education, public health, environmental engagement and rural development.
… access to a rich and varied nature and
culture environment is important for peoples well-being. For living in urban areas
the access to parks and green areas is
of great importance both as an enriching
element in the everyday environment and
to address the need for recreation and
friluftsliv. The park landscape and the
natural environment in these areas also
contain important cultural and historical
values that contribute to the identity and
character of the city. Furthermore, such
areas are important for health and environment of people and they are necessary so
as conserve biological diversity close to
urban areas.
Sweden’s first national city park
Ever since the beginning of the 1900s there
have been different forms of nature protection
in Sweden such as national parks, nature
reserves, beach protection and biotype
protection. At the end of the century another
form of protection was created through the
law for national urban parks (the governments proposition 1994/95:3) that came into
power in 1995. At the same time one area
was given this protection, it was Ulriksdal-Haga-Brunnsviken-Djurgården. This is an old park
landscape adjacent to Stockholm city centre
and therefore in the middle of an urban area. It
contains some of the first important places in
the history of Swedish friluftsliv. One of them
is the nature surrounding the cottage Fiskartorpet on Northern Djurgården, sung about as
being “of the Gods” by Bellman in the 1700’s.
An important starting point for the new law was
that:
The background to the law was that the park
areas close to Stockholm city centre had been
gradually over-exploited for a decade, despite
the government’s continued opposition. By the
1990’s the exploitation had become very seve-
103
Town planners at work
(About creating a more
environmentally friendly
society.)
Split the participants into groups
(maximum of five in each). Choose a varied stretch in nature
and mark a virtual river on the
ground.
Each group should work as
planners with natural equipment
and plan one stretch along the
“river”. Where are people going
to live? Where should industries,
schools and recreation areas lie?
The different groups show their
plans. Discuss the different plans
from an environmental perspective. Does any group have to
rethink? Which industries do you
need for society to function? What
does a real landscape look like
today? Where are the buildings?
Industries? Does this fit with the
thoughts they had when they
planned their society?
Reflection: here you have the
chance to let imagination flow
during the building phase, but
also to discuss the suitability
of placing of industries, water
intake etc. Has the landscape
always looked like it does today?
How would a perfect landscape
look? What does it look like in
the near landscape – in Sweden
– throughout the world? This is
an exercise in social science and
has many alternatives. As it is
done outdoors it invites creativity
and solutions outside the normal
sphere of thinking.
Words of reflection
Djursholm
(About writing down five
words ahead of a gathering)
Giving the participants a chance
to breathe out and experience a
moment of peace is sometimes
necessary ahead of continued
adventures. Give out paper and
pencils to the participants and
ask them to find a nice place
where they cannot see each
other. They have 30 minutes
together with nature to summarise what they have experienced
using just five words. Add
the subsequent gathering the
written words are handed in. At
a suitable occasion (at the end
of the day or another gathering)
the notes are handed back to
the participants (no-one should
receive their own note) and each
reads out the words.
Reflection: this exercise gives
a chance to “just be”. Certain people have never been alone with
just themselves and the forest.
This exercise can help them to be
comfortable with this experience. The length of time can vary
depending on the age and how
accustomed the participants are
with being in nature.
Ulriksdal
Fjäderholmarna
National city park
Solna
Lidingö
Vasastaden
Kungsholmen
Sergels Torg
Djurgården
Nacka
Hagaparken
Södermalm
re. Then the government and parliament reacted by introducing a law to give the area special
protection that would be “strong enough to stop
the continued exploitation and fragmentation of
the historical landscape far into the future”.
”The area Ulriksdal-Haga-Brunnsviken-Djurgården is a national city park. Within a
national city park new buildings, facilities
and other measures can only be allowed
if they can occur without intrusion into the
parkland of the natural environment and
without the historic landscape’s nature and
cultural values being damaged. A central
message in the proposition for the park
was that development should be directed
towards “strengthening the area’s natural,
cultural and recreational values and maintaining biological diversity”.
initiative to establish more national city parks
in Sweden (SOU 1996:38). This Swedish innovation within town planning has then spread to
amongst others Finland, where eight national
city parks have been created. The interest for
this new protection form is in many ways a
natural one. The question about the sustainable
development of society points towards the
importance of green areas in urban centres,
not only in Sweden but also internationally. The
life qualities that these green areas bring to
urban environments also play a large role in
why people and businesses choose to be located there. Further reading can be found in the
book the “National City Park – An experiment in
sustainable development” by Holm & Schantz
(2002) and on
www.nationalstadsoarken.se.
PETER SCHANTZ
MILJÖBALKEN 4 KAP, §7
After the first national city park was created the
then environment minister, Anna Lindh, took the
Professor at the University of Sports
Science, Gymnastik-och idrottshögskolan,
(GIH) Stockholm
104
C haracters
Granite is one of our most common types of rock. It’s is characterised by it’s grainy structure. The grain size can vary but is always
visible to the naked eye. Granite contains mostly quartz, feldspar
and mica and is often used for buildings, floors, staircase coverings,
foundations, arches, street coverings, gravestones and sculptures.
Granite
Another of the common rock types is gneiss, that is pressed together
and fine grained in its structure. You can often see different coloured
“bands” in gneiss and in it’s crushed form it is commonly used in
road surfacing.
Gneiss
Erratic boulders are giant blocks of stone that have been transported
by the inland ice from their original locations and left as gigantic
rocks in an otherwise rather flat landscape. The erratic boulders are
in some places referred to as the Giants throw. They often have their
own history associated with a giant who wanted to destroy the local
church but didn’t manage to throw it far enough.
Erratic boulders
The most common types of earth in Sweden is the podzol. It is found
in pine and spruce fir forests. The rather nutrient poor and acidic,
needle-filled, organic layer acidifies water that runs through it. Because the leaching takes out nutrients then, underneath the organic
layer is an ash grey structureless layer (the leaching layer) called the
eluvial horizon. This eluvial layer is typical for a podzol.
Podzol
In deciduous forests the soil is often known as brown earth. In
the organic matter you find many soil organisms, for example the
earthworm that brings up minerals to the surface. The mineral soil
is mixed with dead plant matter that is then partially pulled down
into the soil. Due to a lower acidity (higher pH) you find a clear leaching layer under the soil and there is a chocolate brown or a grey
brown layer. Brown earth is the most common soil type in the south
of Sweden. Forests found on brown earth indicate that the land has
previously been used for agriculture.
Brown earth
105
organic matter
topsoil
eluvial horizon
eluviated horizon
unaffected
mineral earth
ground water
ground rock
organic matter
topsoil
mineral earth
unaffected mineral
earth
ground water area
ground rock
Characters
Couch grass
Couch grass (Elymus repens) has tough and dense roots. It is
often considered to be a weed but in some countries it is used
to bind the earth and to stop soil erosion. In the Netherlands it
is used to strengthen the banks when land is reclaimed from the
sea. The roots can be dried, ground and mixed with normal flour
to make bread. Flour made of couch grass and water makes a
good glue. The roots can be roasted and used instead of coffee.
White goosefoot
The white goosefoot (Chenopodium album) produces large
numbers of nutritious seeds. Grind them and use the flour to
make porridge or mix in with flour for baking. Young stalks can
be boiled in salt water and eaten with butter. The leaves are good
to eat boiled like spinach or raw in salads.
Nettles
Nettles (Urtica dioica) can be cooked to make a soup. The
young nettles are the nicest and most rich in nutrients. According to folklore cooking the nettles gives a shine to newly washed hair and protects against dandruff, itchiness and hair loss.
Freckles are supposed to disappear if you wash in nettle water!
Dried nettles are used as fodder for sheep and chickens but can
also be mixed into bread. The long stalks are treated like linseed
and can be used to make material (nettle cloths) or for ropes
(see activity tip “the rope trick”). The nettle is a host for the
tortoiseshell butterfly (Aglais urticae) that lays its eggs under the
leaves and on the stem.
Yarrow
When the leaves of the yarrow (Achilla millefolium) dry they roll
up (the Swedish name is Rölleka). Both the flowers and the leaves of the yarrow have been used for healing. The pink flowers
cured men and the white cured women. The fresh leaves were
crushed between stones and placed on wounds. Soldier herb and
lumberjack herb or other names that tell of it’s former uses.
106
Grass snake
The adder (Vipera berus) hunts using sight and smell. Dormice
and mice are it’s favourite foods. They cannot hear anything but
feel vibrations in the ground. On the triangular head it has small
scales and the eyes have oblong (vertical lined) pupils. On its
back it can have a zig-zag band or be totally black. The young
are born in August and they are also venomous. The venom is
the same as the parents, just a smaller amount and they also
have smaller teeth, meaning that the bite doesn’t go very deep.
After birth the young adders survive totally by themselves. The
adder is most likely to bite when it is worried or surprised. For
most adults the bite is not life-threatening, but you should go to
hospital.
Adder
The great tit (Parus major) can be found throughout the country
where there are forests, even close to buildings. It eats the adults,
pupae and larvae of insects as well seeds rich in oil. The great tit
overwinters in Sweden if it has access to food. It makes a nest
in hollow trees and bird boxes where it can also spend the night
when it is cold. The spring song (sounds like the squeaking of a
bicycle pump) is the first sign that spring is on its way.
Great tit
The wild boar (Sus scrofa) occurred in Sweden during the Stone Age. Due to the damage it causes it was eliminated in the
1940s. Today, the wild boar is usually fenced in but it has spread
to neighbouring forests. Adult animals can weigh 200 kg. The
young ones (piglets) have yellow and white stripes along their
sides. The wild boar is nocturnal and prefers to be in a herd.
It’s rummages in the earth for roots, worms, insects and root
vegetables, which means that they create large areas of damage
in fields and cultivated areas. The wild boar is very timid and
usually runs away when it hears people However, when it has
young then you need to be careful.
Wild boar
107
Characters
A grass snake (Natrix natrix) is totally black snake with yellow
dots on the neck. Frogs and fish are it’s preferred foods. On the
oval head the grass snake has large and relatively few scales and
the pupil of the eye is round. The grass snake is not venomous.
Characters
Wild rose, wild briar
The wild rose (Rosa canina) is considered to be the flower of love.
It’s symbolism is very strong and it’s associated with the Virgin
Mary. The five petals were thought to symbolise the five letters in
Maria’s name and according to saint Bridget the rose was a symbol of Mary’s honour, mercy, mildness, beauty and happiness. For
us it is the rosehip that’s the most relevant. It contains a lot of vitamin C and works against spring tiredness and increases resistance
to infection. Pick the red rose hips and dry them for use during
winter in rosehip tea and rosehip soup. If the rosehip bush flowers
twice in the summer it is said that there will be a mild winter.
Rose Gall Wasp
The rose gall wasp (Diplolesis rosae) is a small insect that lays
its eggs in the rose bush leaf buds. The leaf bud then grows into
a woolly, red and green ball. In the middle of the ball there are
small hollows where the eggs can develop into larvae that emerge as adults the following spring. At that time the ball is brown
and the slightly smaller. These galls, (sömntorn, sleeping towers
in Swedish), were once thought to give a good night’s sleep and
could be bought at the chemist.
Barley
Barley (Hordeum vulgare) is one of the oldest cultivated plants.
It originates from the orient and was grown in Egypt 7000 years
ago. From about 6000 years ago (early Stone Age) it was grown in
Sweden as far North as lake Mälaren. Barley is the hardiest of all
the cereals and can be grown as far up as the border of cultivation
towards the mountains. It can also be cultivated in the tropics. It
is used as animal feed and for beer production. Other products
made from this cereal are barley grain and barley flour. The northern Swedish Tunnbröd (thin bread) is baked using barley flour.
Oats
Oats (Avena sativa) have been grown in Sweden since the Iron
Age. They are hardy and can be grown on very meagre soil all
the way up to the arctic circle. From the seed you can make grain,
flour and other food. Who hasn’t eaten porridge made of oats?
Oats are the most important food cereal for cows and horses. The
old tradition of hanging a bunch of oats at Christmas demonstrated that it wasn’t just the people who were going to eat well, but
the birds too.
108
Rye
Wheat (Triticum aestivum) is the most important bread flour in
the world. Apart from making flour it is used for pasta, semolina
and breakfast cereals. It’s also used in animal feed. Wheat was
used in Egypt 6000 years ago and wheat kernels have been found
inside the pyramids. The oldest find of wheat in Sweden is roughly
5000 years old. During the iron age climate cooling caused the
area of wheat cultivation in Sweden to fall. Today both spring and
winter wheat are cultivated (sown in the spring and the autumn
respectively). Previously wheat bread was a luxury only eaten by
wealthy people or on special occasions.
Wheat
The word potatoes – patata – is originally a Haitian word. The
potato (Solanum tuberosum) originally came from the Andes in
South America. The potato that we eat today is an organ for vegetative proliferation but the plant can also have berries. Both
the berries and the foliage contain solanin that is poisonous. The
potato is grown all over the whole world but mostly in Europe.
Jonas Alströmer realised the value of potatoes as food and taught
the Swedes to use it, but it was not widely cultivated until the
1800’s. Today there are many different sorts of potatoes. Tomato
and tobacco plants are in the same family as the potato (Solanaceae) as well as the very poisonous plants henbane (Hyoscyamus
niger), deadly nightshade, (Atropa belladonna), thorn apple (Datura stramonium) and mandrake (Mandragora officinarum).
Potato
109
Characters
Rye (Secale cereale) came from Asia but was cultivated North of
the Black Sea during the Bronze Age. It came to Sweden about
2500 years ago. When the rye is in flower it pollenates with the
help of the wind, the rye is said to be “smoking”. It is mainly cultivated as a cereal for making bread. In order to make baking easier
rye flour can be combined with wheat flour. Rye flour is used to
make crisp bread and coarse bread. The long rye stalks were previously used as a roof covering (thatching). Weaving baskets and
rugs were other uses for rye stalks. Nowadays it’s used for animal
fodder. The old saying “if Eric gives an awn then Olof gets a cake”
means that if the rye is carrying awns on the 18th of May (Eric’s
name’s day in the Swedish calendar) then you would hopefully be
able to reap the harvest on the 29th of July (Olof’s names day).
Deep Forests
– About the forest as a landscape and a friluftsliv
environment
AV BRITTA BRÜGGE OCH KARL ERIC KARLSSON
Forests for business,
nature or friluftsliv?
The forest as a friend
In the forest it feels calm and peaceful. The
trees provide shelter from the wind, give shade from the sun and dampen the force of the
rain or the snow storm. In the forest there
is a local climate that dominates and that’s
different from the open fields. But the forest
also affects it’s surroundings. It soaks up
water and can therefore reduce flooding. It
protects the soil that would otherwise have
been eroded by wind and water. The forest
produces oxygen that we breathe.
There are many creatures that live or
spend time in the forest; animals, birds and
insects. People also work or spend their free
time there. Each has their own view of how
the forest should be looked after and what
suits one doesn’t always suit another. It is
therefore important that forests are as varied
as possible.
The long history of forestry
In order to know the forest today we have
to look and think back in time. Apart from
“slash and burn” to free up land for agricul-
ture, extensive mining in Sweden in the 17th
and 18th centuries also led to deforestation.
As the pace of iron ore mining grew, there
was also an expansion in charcoal production, since charcoal was used in the production of iron and steel. Charcoal kilns were
so close together that sometimes they had
to move the mining as the nearby forest had
been cleared. When industrialisation really took hold the large forested areas were
almost only found in the north of Sweden,
hence the saw mills and paper industries
were established there.
Forestry then and now
Forestry used to be a seasonal occupation.
People worked in farming during the summer and forestry in the winter. The forest
workers often lived in huts close to the felling locations. The trees were felled with
long hand saws or logging saws. It took two
ambitious lumberjacks about 10 minutes to
fell a mature spruce tree. The planks were
sawn by hand where the tree had fallen.
110
Weaker trees were cut down with special
wide bladed axes. With the development
of water-powered saws along waterways
timber was then transported to them for
sawing. Right up to the 1950’s most of the
forest was cleared using hand tools and moved using horses. Forest work was hard and
physically demanding and you always worked in teams. Nowadays most of the work
is done by machinery, from organising the
ground before the felling, taking away the
branches and chopping the trees into predetermined lengths.
Whilst it’s possible to criticise the role of
modern forestry in shaping the landscape,
plants and animals, it is worth remembering
that wood is viewed as an ecologically acceptable raw material. The paper bag, the
newspaper, the red spirit, wood, charcoal, the wooden chair, a wooden ladle and
carrying frames made of wood all return
to their origins after about 100 years. By
maintaining the forested areas at a similar
size as they are today, their use won’t have a
negative environmental impact, apart from
those connected with how it’s been handled
outside the forest (exhaust from the transport, mass factories etc.). In other words – it
is good to use wood for as much as possible
and preferably locally produced. In parallel
with this we have to work for a more balanced global division of the forests goods
whilst minimising the negative environmental effects of transport etc.
The production cycle of forestry
Just as the farmer looks after his fields the
forester looks after his forest. To do this he
needs to make a long-term production plan.
111
Depending on where you live in the country you have to ensure the re-growth of the
forest, usually within 3 to 5 years. This can
be done using self-seeded trees, sowing seeds
or planting saplings. The saplings are only a
few decimetres tall when they come from the
nursery. When they are planted they have to
withstand drought, frost and avoiding having their tips eaten by the capercaillie or the
elk.
After some years the saplings grow but
they have to compete with grass, herbs and
other trees that have self-seeded from nearby. Often these are tree species you don’t
want to keep such as deciduous brushwood.
Forest that is less than 1.3 m high is called
a plant forest. After that it becomes a young
forest. Then it’s often hard to get through as
the trees are very close together. When the
young forest reaches a height of 4 m it is cleared. Then it will stand untouched until the
forester makes a thinning. After the thinning
there will be fewer of the original trees standing and there will be sticks and branches
on the ground. After some years the sticks
and branches will have rotted and returned
to the forest soil in the form of nourishment.
The forest then gets the character that we
humans prefer.
Depending on where in the country the
forest grows it will be thinned two or three
times before it’s left to stand untouched and
grow until it’s ready to fell. When the pine
or spruce forest is between 80 and 120 years
old it is harvested, as a rule by total clearing.
It is then time to plant the next generation.
Hence the trees have a life-cycle, just like any
other living thing.
Slice of a birthday cake
(About year rings in a tree
trunk)
Cut a slice of a tree trunk or
stump (after having asked the
landowner). Count the year rings
and decide how old the tree is
and when it was felled. Through
counting the year rings you
can see how wide it was each
year. Mark the years when each
member of the group was born,
the first trip to the moon, when
the school was built and other
important occasions. With the
help of the wood slice you can
get a historic cavalcade. Why not
associate modern history with this
specific tree where you have text
and drawings illustrating what has
happened? What do you think will
happen during the same period of
time into the future?
Reflection: Here you have the
chance to use facts, fantasy and
the joy of research. With smaller
children it may be enough to see
when they were born and how
wide the tree was at that time. Try
to compare it with a growing tree
nearby. For all the children it could
also be a mathematical exercise
with historic connections. By
comparing the colours of different
timber you can distinguish the
different trees. The pine has a
dark heart, the spruce’s wood is
light, the aspens colour is almost
white and the alder is reddish.
The mystery of the
wood anemone
The tree binds
carbondioxide
(About gaining an understanding for the way the wood
anemone grows)
Wood anemones multiply mainly
through a rhizome that grows
under the ground. The rhizome
divides every year and eventually
thick mats of wood anemones
result.
One participant is selected as a
wood anemone in
”blossom” (stretches up their
arms). She “dies down” (crouches
down). Now the rhizome splits
into two new root branches .
(The “wood anemone” stretches
out both arms). Two participants
crouch in front of the
“wood anemone” who places a
hand on the back of each one.
Now the two grow up together,
blossom and die down. The hands
should again be on the participants
backs. The most recent people
stretch out their arms and a new
participant goes to every
“free” hand the new wood anemones grow – and died down. New
arms out to more participants etc.
until all have become wood anemones. You can see that the number
of these “wood anemone’s” increase in a similar manner to real wood
anemones blossoming right now
Reflection: This exercise should
be done at the same time as the
wood anemones are blossoming.
It is naturally a simplified picture
of what happens but can still give
an understanding of reality. The
discussion can lead on to other
species way of multiplying and
it can also be an example of a
mathematical exercise.
The bird emits
carbondioxide
The bird
breathes
oxygen
The tree
reproduces
oxygen
Nutrients and
water areused to
create new leaves
During decomposition
nutrients are released
Aspen tells of the
natural forest
From root hair to chlorophyll
The canopy of the tall aspen (Populus tremula) rustles in the wind. The sun is shining and
you can really see how the water evaporates
from the leaves. What is it actually happening inside the tree?
The hairs at the root tip suck up the water and the nutrients (for example nitrogen,
phosphorous and potassium). These are
brought up through the stem to the leaves.
This is where the photosynthesis happens
in the green leaves. Chlorophyll (the green
in the leaf) uses the sun’s energy to produce
sugars (carbohydrates) from carbon dioxide
and water. This is the photosynthesis that
forms the basis of life on Earth!
Inside the bark on the stems there are two
different layers of cells with transport chan-
112
Leaves rich in
energy fall to the
ground
Organisms in the
ground decompose
the leaves
nels for nourishment. In the cell layer closest
to the bark the nourishment is transported
from the leaves down to the root. The cell
layer closest to the core transports nourishment from the roots up in the tree. New cells
are made in the layers closest to the bark,
both inwards (wood cells) and outwards
(bark cells). This cell division ensures that
the trees become thicker every year. The
trees have two growing phases during the
year, one in the spring and one in the summer. The growth that occurs in the spring
has a lower density then that of the summer
and therefore makes lighter year rings in
the tree. Coniferous trees grow more in the
spring than in the summer, whilst the deciduous trees grow more in the summer than
in the spring. This means that fast-growing
coniferous forests become soft and porous,
whilst fast-growing deciduous forests become hard and heavy.
The Aspen’s View
The great aspen has a view over the landsca-
pe and sees the clearing that was made when
the mature forest was cleared. The clearing
will, in the next few years, be covered by
light loving fireweed (Chamaenerion angustifolium) and raspberry (Rubus ideaus) before the trees have become so large that they
prevent light reaching the ground. Here the
roe deer (Capreolus capreolus) will rub
their horns against the young trees and the
elk (Alces alces) will find a sheltered place
to rest (elk lair).
The well-kept forest – cultivated forest –
is formed by humans. Largely speaking the
whole of Sweden is a “cultural landscape”
that humans have used and affected in different ways. The opposite of the cultivated
forest is the primeval forest, where forest fires ravage, the forest is self-seeded and the
trees themselves compete for space. Nobody
chops it down and the mature trees grow
for as long as they can and ultimately fall
down during storms. The primeval forest
has a great diversity of both plants and animals. For us humans we often see this forest
as shrubby and difficult to access, but also
exciting. It is not profitable. Therefore, there are only small areas remaining today that
can be called primaeval forest and these are
often in inaccessible terrain.
Aspen’s friends and enemies
A gust of wind brings life to the leaves of the
aspen. Hence the expression to “tremble like
an aspen leaf”. There are many explanations
as to why aspen leaves tremble. One is that
Jesus was nailed to a cross made of aspen.
Since then, the leaves have been trembling in
fear of the terrible fate of the tree. Another
is that Jesus didn’t get to rest under an aspen
on his way to Golgotha. As punishment all
aspens now quiver in shame and disgrace.
The rustling aspen leaves have also been likened to chattering tongues of women. The
kindest version is that the trees fear of becoming matches make them tremble. But the
truth is that the long thin leaf stems are flat
at their attachment point, making them very
mobile
The nearly cylindrical trunk can stretch 25
m high. It is not as old as you might think.
Trees have a lot to tell:
mumbling like Bedouins in the hour of
prayer, leaning together, rustling and
making music, arguing with the magpie
that is stealing sticks. Many trees are
formidable thinkers,
this especially applies to the fully dressed
spruce tree
and the maple that shadows the garden.
Memorable also are the conversations
between the oak’s crown and the hay
meadow’s source. Many riddles are revealed there.
Some find their meaning in the storm,
others love the monasterial still night,
when only the fixed star trembles. Some
leaves stand their whole lives and shout
with shrub like arms.
The trees fate: stand and perish. Humans
often die in the distance, in graveyards
near the horizon
WERNER ASPENSTRÖM
113
Building landscapes
(About discovering the
landscape through making a
model)
Work in small groups (4–8
people). Each group chooses on
a map an area about 500×500
m. At the same time as working
in your area you create your own
map where you mark out the
types of forest, how the river
is flowing, the whereabouts of
different animals, the presence of
historic remains of human activity
or other exciting things. When you
come back together each group
represents their map by recreating
the area using natural objects (for
example in a square 5×5 steps)
and describe their observations.
They can also ponder upon what it
might look like in 100 years time.
Reflection: In this exercise
you practise noticing the main
characteristics in nature and
perhaps seeing things you may
otherwise always have passed by.
Recreating the map using natural
material is an exercise in passing
on observations and experiences
to others as well as collectively
thinking about the future. The
exercise can be done together
with an adult.
Stick bread making
(About fuel value and stick
bread dough)
Make fires with similar amount
of wood but of different tree
species, for example aspen,
pine, birch and maple. Which
fire burns down the quickest?
Guess, after first using a knife to
whittle the woods. The hardest
wood will burn the slowest and
give the best embers. Sieze
the chance to grill over the
fires that have a good ember
pile. Stick breadmaking can be
an alternative. Heat the sticks
thoroughly before the dough is
put on! Otherwise it’s difficult to
get the bread fully cooked
Recipe for sticky bread dough:
4 dL wheat four is mixed with 1
teaspoon of salt and 2 teaspoons
of baking powder. Crumble in 50
g of margarine, so that it becomes a grainy mass. Add 1 dL of
water and knead into a dough.
Split the dough into small pieces
and roll each into a “snake” that
is then wrapped around the warm
stick. Cook the bread over the
embers until it’s golden and doesn’t stick. You can also use the
bread recipes that can be found
on the back of the flour bag.
Reflection: the art of making a
fire is something you always need
to practise, this applies to adults
as well as children. Sitting around
the fire baking bread give us a
good opportunity to exchange
thoughts
At the most 100 years old, but since it multiplies through root shoots the individual
plant can become more than 1000 years old.
Aspen produces many seeds, but they have
a short lifespan and find it difficult to establish. Aspen therefore places its trust in its
root shoots. These root shoots are of great
importance for many animals, for example
the elk, deer, hare and mice, as they can easily eat both the bark and the leaves. If you
look closer you will discover many insects
that live on the loose wood in the trunk. The
insects attract birds that have a great feast.
Woodpeckers are faithful guests. Crows
hack and create nesting holes that will then
be taken by wood pigeons (Columba palumbus), owls, goldeneye (Bucephala clangula),
marten (Martes martes) and bats.
The insects, that live on the aspen, often cause a lot of damage. As do many fungi, causing root rot, stem rot and mildew. Aspen is
also the host for a fungus (Melampspora pinitorqua) that damages young planted pines.
The uses of aspen
Voices are heard in the forest. A group of
walkers are looking for firewood. Naturally they make tracks towards the old aspen
in the hope of finding some dry branches.
But aspen isn’t as good to make fire with as
you’d have thought. In former times they
used to say “the Devil himself sits in one
end and prevents the fire burning through
the wood”. This shows that the knowledge
of aspen’s poor ability to burn is old. The
group find dry fallen branches from a pine
and small twigs from a dead spruce tree.
Quickly a fire is made for the coffee. But
some thicker branches of pine have also
114
been found, they burn slower and they have
a higher fuel value. Knowing the fuel value
of trees can be useful, especially when you
are able to choose, chop and dry the wood
in advance, for example for a summer camp
or a permanent wind shelter. The higher the
fuel value, the harder the wood which then
burns longer and has better embers, for example when cooking.
Poor
aspen
linden
poplar
young pine
Average
alder
pine
young oak
larch
Good
birch
oak
spruce
beech
Excellent
elm
ash
maple
The large aspen feels proud when it thinks of
its importance for the outdoor people. Every
time they light a fire they get out the matches – made of aspen naturally! After a little
while they sit and have a cosy time round
the fire. When it starts to die down the voices
become softer and the talking has changed
character. Now it’s no longer the exciting
experiences of school that you talk about.
The wonderings are more about what every
person carries within, but so seldomly has
a chance to talk about. It can be of life and
death, love, the mystery of the stars, about
God or just being. The notes of the recorder…
Aspen isn’t only used for matches. When
you come home to a sauna and sit on the
bench you can think about it. The aspen boards are neither resinous or feel as hot as,
for example, pine. In earlier days aspen was
also used for tingles on rooves. Many household articles are made in the easily workable
aspen. Take a chance to make your own hike
ladle!
For outdoor people who hike a lot the aspen
can help those that suffer from foot odour.
Take three cloves in your mouth, make
a walking stick of aspen and place three
aspen leaves in each shoe. Then walk three
times anticlockwise around the church and
you will see that the foot odour disappears
(according to old folklore!)
Casting a last glance from the aspen’s
viewpoint we can see that the forest has
many areas of use and that there are many
different types of forests. Forests to produce
timber, for hunting, exercise, walking, picking berries and mushrooms, fishing, orienteering, living friluftsliv and lots more. The
forest can contain native valuable trees, old
deciduous forest, scree slopes, wetlands and
orchid bogs. If you are far enough north you
also find mountain forest and reindeer grazing forest. If we look closely we discover
croft ruins, cairns, capture pits and other remains (for more information see chapter 5,
“The history of the landscape”).
The Friluftsliv forest
The forest as an educational
opportunity
We put on the rucksacks, take a bearing
with a compass and again feel like real lumberjacks and pathfinders. “Forest, here we
come!” Already taking the first steps the responsibility starts and we make use of our
frilufts skills. Which choice of route shall we
make? Can we see where we place our feet
or do we leave traces of trampled flowers
and destroyed mushrooms? Naturally it is
not so! The journey through nature con-
tinues with care, as the stress has been left
behind. It is here – in nature – that we can
find ourselves. It is here that we realise that
the world contains more than we meet in
our everyday lives. But we mustn’t rush, and
instead do things in the “right” way.
For children the forest is a place of possibility. Here you can get an outlet for all
your energy, creativity and fantasy. Here
everyone can climb as high as they dare
without someone standing next to you with
a measuring tape and comparing. To jump
from stumps and stones or to scramble up
the mountain develops both motor skills and
physical training. Crawling under the spruce
branches and feeling the stillness gives birth
to new thoughts. The forest is also an excellent place for training your balance, with
lots of irregularities, climbing possibilities
and soft falls. Placing your ear next to the
tree stump and listening to what it’s inhabitants are having for dinner can even make a
grown-up become hungry.
Food time! The question is: how should
the food be cooked, on the stove or over an
open fire? This decision is affected by allemansrätten, fire safety and the availability of
suitable wood. The choice of the open fire
means that everyone gets a communal activity of carrying stone for the fireplace, gathering wood, chopping and sawing.
Types of fire
The pyramid is the most common type of
fire and usually suitable for the type of wood
that the right of public access (allemansrätten) gives us the chance to use. But if you
have more time and can select the wood with
care then it’s good to know about other types of fires.
115
Ants and liverwort
(About showing how liverwort
spreads)
The ants are attracted by the
oil in the liverwort seed but it is
not always possible for them to
take them all the way back to
the anthill.
Split the group into two.
Place one group by a tree. These
participants are now ants in an
anthill. The remaining participants
are liverworts that are spread out
in the terrain at least 15 –20 m
away. The aim is for the ants to
fetch home as many liverwort
“seeds” (participants) by carrying
them to the anthill. If you drop a
“seed” or the “seed” puts a foot
on the ground you stop where you
are. When the exercise is stopped
you look around and realise
that there are seeds in different
places. This is what happens in
reality when liverwort spreads.
Reflection: This is a way of using
your whole body to feel what it’s
like to be an ant or a liverwort
seed and to gain understanding
of how their spreading occurs. An
experience that maybe springs
to mind next year when you are
waiting for the first liverwort to
arrive.
Those who managed to bring
the “seed” all the way to the stack
naturally feel proud that they have
“won”. It is then important to say
that it’s thanks to those who didn’t
get so far that we can find liverworts in different places. Every
ant is important for the spreading
of the liverwort!
Tree tag
(About hugging trees)
This game has many names and
can be found in different variants
depending on where you live in
the country. Choose the participant who is “it” and that is going
to tag and one that will be chased (these can be called fox and
rabbit). The other participants
choose a tree each in a given
area and places their hand on
the tree. The fox and the rabbit
place themselves apart and at a
given signal the hunt begins. The
hunted can run to a tree where
there is another person and grab
hold of that tree. The one who is
standing by the tree then has to
let go and becomes the person
being chased. If the one chasing
tags the other, who is free and
has not got hold of a tree, then it
will be this one who becomes the
hunter instead. The game continues for as long as you wish. As
a variation you can let more than
one person be without the tree
at the same time. It could also
be suitable to limit the area of
the hunt.
Reflection: here you get warm
through running at the same time
as you work on attention span
and speed.
A Jenga fire made with birch, ash or beech
(hard woods) gives a good bed of embers.
Jenga fires are often used as a campfire. For
the chilly night a log fire is the best. The log
fire that’s simplest to make consists of three logs of pine, the thicker the better. With
an axe the logs are splintered so as to catch
fire more easily. One log is placed on top of
the other two. By having a stick at each end
between the supporting logs there is a space
where you can start making a fire with tinder.
With sticks lying across the logs, you can also
regulate the draft, so that it doesn’t burn too
fast (when it’s burnt for a while you can normally remove the cross sticks). The top log
burns faster than the other two so it’s good to
have an extra in reserve.
Another variant is to cut a dry pine log in
half and make a fire between the two halves,
which will however give a fire that doesn’t
last as long. The “authentic” log fire is supposed to be one made from only two very large logs placed on top of each other.
Pine is the best wood for night fires. The
spruce has a habit of “sparking”, embers can
easily end up on the sleeping bags in the wind
shelter which can have fatal consequences.
Read more in the chapter 1, “warm, dry…. “
Pyramid fire
Jenga fire
Whichever fire you prefer the most important skill is to be able to extinguish it! One
rule is to pour on as much water as needed
to put out the flames and then apply the
same amount again!
Sitting round the campfire often provides a good opportunity to think about
important questions, for example different
techniques that we humans have access to.
What techniques we have the “right” to
use and what techniques we can use in the
“right” way. It is also a good occasion to
reflect back in time. Subjects such as gene
mapping, nuclear power and animal testing
don’t only pose technical questions, but also
those about what is right and wrong. Previously, large and difficult questions were
captured in myths – stories that could be
told from generation to generation. Myths
often have important things to tell us even
today. The fire (mankind’s best friend and
worst enemy) has been one of our most
important and forceful techniques. According to the Navajo Indians creation myth,
fire was something that was stolen from the
gods and that humans didn’t necessarily
have the right to use.
Log fire
116
Making food without a pan
Dry as tinder
The fire doesn’t only give heat, light and
community but it’s also a possibility for
cooking. Primitive cooking then lies close to
hand. There are some simple reminders.
(About making tinder and
striking fire )
In the handicraft forest
Humans didn’t find anything to make fire
with. Everything that could burn belonged
to Hashjeshjin, the God of fire.
Then the Coyote rushed over and
finally found the place where Dontso, the
messenger fly, and the God of fire lay
sleeping, while the boulders were burning
around them.
There, Coyote stole the fire and brought it
home to his people.
RETOLD BY GÖSTA FRIBERG
To work with your hands – and create and
shape – can be done by the campfire or
when you just feel it would be nice and sit
and “fiddle”. There is lots of material. By
using the abundant shrubs you can create
many useful things. Shrubs are bushes of
deciduous trees that grow close together, for
example in young clearings, abandoned or
overgrown fields and meadows or in ditches.
The landowner, who naturally has to be asked, will often appreciate help getting rid of
shrubs.
Fish on a plank
1. Gut, cut open and salt the fish. 2. Attach it to a thick half cut log using sticks. It is easier if you prepare
the holes with a knife. 3. Place the half log at a suitable distance from the fire.
117
1. Cut the tinder into thin slices
and let these dry.
2. Boil an ash ball by mixing the
same amount of birch ash and
water and let it simmer. (Alternatively, you can use a tablespoon of
saltpeter or potassium nitrate
(KNO3) that is mixed with 5 dL of
hot water.)
3. Place the tinder in the ash
ball for a 24 hour period.
4. Take up the tinder and bang
it lightly so that it becomes thin,
soft slices.
5. Dry the tinder and when it’s
properly dry it is ready. When it
is going to be used it should be
rough so that it becomes a soft
fuzzy material. It is here that the
sparks should be caught when you
strike the steel against the flint.
6. When the sparks have caught
you need to have dry, fine material
at hand (thin juniper bark, thin
strips of the outer birch bark,
dried grass) and carefully start
blowing so that the fire catches.
One way could be to place the
cont.
▼
• Make a good bed of embers.
• It is only when you start to grill meat that
you need an open flame to burn the meat
(in order to close the pores so that the
meat juice doesn’t disappear).
• Don’t use sticks of rowan or other foul
smelling tree species to stick into the meat
or the sausage, it can ruin the food.
• Don’t be in a hurry!
Through “striking fire” you get a
chance to challenge your skill.
You need a fire steel, flint and
tinder. You can collect tinder
from the hoof fungus, often
found growing on dead birches.
Take off the hoof fungus from
the tree. Cut away the outer
hard, grey layer (or use a scraper) under this is the soft, brown
layer that is the tinder. Beneath
the tinder layer lies the tubular
spore layer that is not supposed
to be used.
Makramé
hook
tinder with glowing embers
together with the dry material in
a birch bark roll and blow through
the roll. When the birch bark has
caught fire, you place it in the
fireplace, that has been prepared
with thin twigs.
Reflection: striking fire is an old
technique that needs to be practised in order to be mastered.
Children can practise striking
fire, exchanging the tinder with a
fine steel wool (without soap). To
make a fire in this way means that
the participants appreciate the
importance of selecting the wood
and understand the process, as
well as feeling humility for the skill
of our forefathers.
A mini charcoal kiln
(About making charcoal in
a tin)
In former times charcoal burning
was a very important activity in
the forests. The charcoal was
used for heating the iron in huts
and smithys. The principal to
make charcoal is that wood is
heated without oxygen. It was
therefore the charcoal burners
job to walk around the charcoal
kiln trying to plug all air holes
with earth and old coal dust
(earth mixed with coal). To make
charcoal in a kiln usually took
many days and during that time
the charcoal burner couldn’t
sleep for more than a short
time.
▼
You can also make charcoal,
a little more easily and quicker.
Take a tin (e.g. a coffee tin) and
fill it completely with bits of wood,
for example birch. Then place the
Spoon
Throwing
rings
Buttons
Walking
stick
Ladle
Pan hook
Frying
spatula
Hook
Whistle
Butter knife
Candle stick
Items that you whittle don’t necessarily have
to be directly usable. Sometimes it’s enough
to just feel how the wood has been formed.
Maybe you can just bring your favourite
sculpture to decorate the bookshelf at home.
Using the wood of shrubs, preferably birch,
you can make: a pan hook, whisk, broom,
clothes peg, ladle, butter knife grilling grate, PT (pancake turner), a wall hook, hiking
stick and lots more.
Birch leaves can also be used in baking
(always think about the risk for allergies).
For birch leaf bread dough you need: 0.5 L
of water that’s mixed with 50 g of yeast, 1
teaspoon of salt, 1 tablespoon honey, 2 tablespoons butter, and one decilitre of birch
leaves. Thereafter add 3 dL coarse flour (for
example Graham flour) and as much wheat
flour so that the dough doesn’t stick to the
bowl.
Cover and put in a warm place to rise for
about 45 minutes. Split the dough into smaller parts and cook them on a stone by the fire
118
or as stick bread, or in a frying pan or oven.
Birch bushes can also be used to make
lashings, used to bind things together
instead of rope. Woggles and bracelets can
be made from thin twigs or birch roots. The
birch leaves can be used for tea (but always
think of the risk for those with allergies).
Birch leaves used in colouring wool give a
yellow colour.
Have you tried weaving in the fork of a
branch? Find a nice fork. Put the threads
(maybe your own coloured yarn) so that
you get a weft. You can then weave using
yarn, plants and other things you find. It can
make a fine hike memory.
Enlargement
To carry what you built
(about carrying using a frame made of wood)
4 x 42 x approx. 300 mm red beech or birch wood
4 x 42 x approx. 330 mm red beech or birch wood
Glue together the short pieces 3 x 3 in a press as
shown above using a waterproof glue.
Shape the slats with holes at
both ends.
5.5 x 43 x 650-750 mm fir
9 x 34 x 700-800 red beech or birch
Make a hole for slats
and tying straps.
Forest stick
Shoulder straps and waist
belt can be bought or made.
At the top place a
natural forest stick.
Tie together the
frame with leather
straps, but make
sure that the slats
have plenty of room.
The luggage can be attached to
the wooden frame with string/
leather straps, or be fastened
to small attachment points
along the side of the frame.
A bought or a home-made sack
can be fastened to the frame
(alternatively a piece of material or tarp can be used).
119
tin upside down in a fire with the
fire burning around it. Make sure
the bottom is buried in the ashes
so that no air can enter that way.
Avoid placing things on top, any
gases should be able to escape.
Practise with a small tin to start
with so you get a feeling for how
it is done. In some cases the tin
catches fire and the procedure
stops. After about half an hour
(depending on the size of the tin)
you can take the tin away from
the fire and let it stand to cool.
You may have to test if the wood
is charcoaled by knocking on the
tin and listening whether it sounds
empty and hollow. Be aware of the
risk of the charcoal catching fire
when oxygen becomes available.
Be ready to cut off the air supply
by placing the tin upside down.
The charcoal can be used next
time you are going to grill.
In a similar manner you can
make your own charcoal pencils.
If possible, use linden or hazel
as they make the best charcoal
pencils. Shape your own sticks of
wood, engrave a pattern so you
recognise them later. Placed the
wooden sticks in a tin to charcoal
as above. Then it’s only a matter
of starting to draw!
Reflection: this is a way for both
children and adults to understand
the process of charcoaling. The
result is also something you
can use. If you have more time,
access to land and wood you can
make a full sized kiln.
Food without a pan
(About boiling potatoes, eggs
and other food in the fire.)
Potatoes and bananas can be
placed directly in the embers
without tinfoil (who needed tinfoil
in the olden days?) Make a cut
along the banana and embed
pieces of chocolate. The banana
is placed directly on the embers.
When the peel is black the banana
is ready. Eggs can be boiled by
wrapping a handful of wet white
moss around the egg, that is
then placed on the embers. When
the white moss has burnt up the
egg is ready. Another way of
cooking eggs is to let a flat stone
become very hot in the fire and,
after brushing away the ashes,
fry your egg on the stone. It can
be helpful to put a slice of bread
with a middle taken away around
the egg so it doesn’t pour off the
stone. You can also use a hot
stone to bake on.
The problem with cooking over
an open fire is that you have to
have plenty of time. It’s therefore
a good idea to plan the cooking
before you are hungry. To make a
fire, find grill sticks and prepare a
dough for baking, takes time. But
if everything is prepared cooking
directly on the fire is a thoroughly
enjoyable. Just as with other
cooking, practise makes perfect!
Reflection: cooking requires
constant attention in order to get
good results. Through cooking
you can let your fantasy flow.
You may discover many new
combinations. Take the chance
to experiment and perhaps make
your own cookbook.
Pine and Spruce
The useful pine
The pine (Pinus sylvestris) can be found
throughout Sweden. It has originally spread,
mainly from south and south-east, but also
from the north. The trees that have come
from the south have a short wide crown as
opposed to those that are come from the
north that have a long, thin crown of branches. The pine or fur (in Swedish) today
means the same thing, but for a very long
time ago the fur was the name of the tree that
today we call the oak.
The pine is fully grown when it is about
100 years old. The oldest known pine tree in
Sweden is about 500 years old. If you look
at the cut surface or a piece of timber from a
pine you find that inside the bark there some
year rings that are lighter than the rest. This
is the part of the trunk that is alive. The wood
inside is dead, pale pink coloured and darker.
The deadwood cells are filled with resinous
substances that protect the wood from rotting. Heart wood is therefore much stronger
and has always been used for timber in buildings but also for furniture, carpentry and
plywood. In the chemical industry apart from
paper, wood is also used for red spirits, resins, acetone, medicine and much more.
”Topptöre and stubbtöre” (resin rich wood
from the tip and the stump of a tree)
Look around you in the pine forest! Here and
there you can see pines that are large and fine
but where the crown ends in a dry tip. This
is probably the fungus Cronartium pini (the
most common fungal disease of pine) that has
attacked it.
The fungal mycelia grow in towards the trunk
and cut off the water supply. To fight the fungi
the pine develops resin – it’s wood becomes
resinous, called töre or tyre in Swedish. This
results in a dry tip (resin tooth). However,
there is also a resin in the old stumps. When
the pine is felled the roots continue for a while to produce resin and turpentine that gets
concentrated in the stump. This makes the
core of the stump extra resistant to rotting.
Therefore, a pine stump rots from the outside
to the centre. It becomes a stump top with
resinous wood (stubbtöre). Practise finding
them – they make excellent resin kindling to
have near at hand when lighting a fire. The
best wooden axe shaft is made of töre.
Wood tar
Wood tar was for a long time Sweden’s most
important export. The tar was extracted
from pine. Some years before the pine was
felled you removed parts of the lower bark
to get a rich flow of resin – more tar could be
made this way. The wood was chopped into
bits and stacked in a tar valley. It was covered
with earth and set on fire. Due to the heat
that was created at the charring, the resin
melted and other substances from the wood
poured along the bottom of the resin valley
into barrels, in which the tar was later transported. Today you can still find the remains
of tar valleys. They lie on a slope. If you lift
120
Spruce
Leaf prints
(About discovering the patterns in leaves)
Posts
Drinking spice
Building
material
Carpentry
Root weaving
Wood
Paper pulp
Poles
Pine
Wood
Turpentine
and tar
Posts
Paper pulp
Building material
Poles
Furniture
Drinking
spice
Pine
shoots
Timber building
121
Nature is full of works of art that
we often don’t notice due to its
diversity. One way of studying, for
example a leaf, is to make a print
onto material. For this you need: a
piece of cotton or linen material,
a hammer or a flat stone, a sturdy
surface and a green leaf. The leaf
is placed between the folded material that is placed on the hot on
the hard surface. With a hammer
you carefully hit the material on
top of the leaf. When you have
finished hammering the leaf is
removed and a print remains. The
chlorophyll in the leaf colours the
material green and its structure
is clearly visible. As chlorophyll is
water resistant the material can
be used for different things, for
example a tablecloth, material
bags or pillowcases. The material
can also be mounted as a picture
or laminated and used as a table
mat.
Reflection: all ages have a chance to succeed in their creation.
The joy when you see the finished
work evokes a sense of pride.
The exercise can give inspiration
to seek further knowledge about
the importance of chlorophyll
and its characteristics. What
happens when the leaves change
colour? How is chlorophyll formed?
Thoughts of natural cycles…
Peeled pine top
(About making a porridge
tool)
In the recently cleared pine
forest you have the chance to
make a porridge tool (to stir
the porridge with so it doesn’t
get burnt). Take the top from a
young pine, sawn down at the
recent clearing, including the
side branches. Cut the side
branches so that 5 cm of each
remains. Remove the bark and
make the edges round. If you
don’t choose to use the stirrer
in the porridge you can hang up
towels on it instead.
Reflection: making the porridge
tool is a rewarding activity as it
involves using a knife and often
gives good results.
the moss that covers the tar valley you will
still find a layer of earth drenched and black
from old tar.
Our forefathers uses the young shoots of
pine as a treatment against scurvy, they are
rich in vitamin C. Other illnesses could also
be treated. You cut a sharp splinter, pricked
yourself in the painful place and then banged
it into the bark of a healing pine, that took
on the illness. Healing pines were often a little strangely crooked and knotted.
The pine, like the birch, has to have plenty
of room to grow tall and big. In un-thinned
forests the trees become thin and tall, so that
the snow sometimes breaks them. A pine
standing alone in a field (and that is not a
seeding pine after a recent clearing) has anchored itself well with its tap root. By the
shape of the trunk you can see that it can
manage the next approaching storm without
breaking. It also has its strongest branches
towards the south – useful to know when
you have forgotten your compass!
Dwarf mountain pine (Pinus mugo) is a
slow-growing, knotted pine that grows in
adverse and exposed places for example
rocky ground, beaches and marshes. With its
often crooked, thin trunk and sparce crown
it differs markedly from the common tall
pine.
The Spruce
Spruce (Picea spp.) is our most common
tree. It is easily cultivated and gives valuable
and usable wood. When the spruce forest is
young it seems dark and sombre in its character. But when it then matures and there
are fewer trunks after thinning it allows light
to reach the ground. Then sorrel (Oxalis
acetosella), artic star flower (Trientalis euro-
paea) and even berry plants start to thrive.
The old spruce forest is probably the best
environment for those who wish to hike.
Also, it is calm, green and pleasant for large
parts of the year. Make an excursion to the
spruce forest in spring when it’s in blossom.
The red flowers fill the tips of the spruce and
the yellow pollen hovers between the trunks
in a marvellous light.
The birch
First in
In Sweden we have many different species of
birch. The downy birch (Betula pubescens)
has the whitest trunks, smooth branches
and rounded leaves and is most common in
the north of Sweden. It thrives on somewhat
damp ground. The silver birch (Betula pendula) has rougher branches. On this there
are small warts that have given the tree its
name (wart birch in Swedish). It can grow
on much drier soil than the downy birch. In
central Sweden both these species occur as
well as hybrids. The mountain birch (Betula
pubescens var. tortuosa) is a variant of the
downy birch. It is normally crooked and
not as tall, but it grows in difficult places.
The dwarf birch (Betula nana) is a species
that creeps along the ground. Hybrids and
local variants make you wonder if the birch
is allowed to look however it likes. Often
in interesting, tall and beautiful shapes. It is
the tree of happiness, light and the Swedish
idylls.
In the birch forest it is light and airy. Lots
of light reaches ground level and many herbs and grasses grow there. Before the birch
122
Birch
Sheep Sky
(About playing a game)
An old game called “sheep
sky” can be played in pairs or
as a group. Material: a stick
where the branches have been
chopped about 10 cm from the
trunk, play markers, two dice.
The first participant rolls the dice
and moves their marker as many
steps up the stick as the dice
indicates, starting on the lowest
branch. The next player rolls the
dice and moves their marker.
The first player to the top is the
winner. The rules can be made
up. They could be: if you arrive
at the same branch you can
“push” away the other player
or, that the game isn’t finished
until you have gone up and back
down to the start.
Tea and sandwich
spread
Furniture
Decorations
Burr
Woven
birchwood
Reflection: an old game the practises maths and that also gives a
moment of peace.
Sap
Root weaving
Broom
Birch bark
vessel
Wood
Paper pulp
Bark bread
Roof tiles
123
123
Interviewing trees
(About gathering information
about a tree)
The participants are split into
groups of 4 to 7 people in each.
They need access to a “forest
library” with literature where
they can read about different
trees. This can consist of everything from reference literature
to fiction and lyrics. Each group
is allocated a special tree. This
is done so they get the personal
relationship to the tree. It’s up
to each group to find as many
facts as possible. The time
allowed will depend on the age
group. For adults 30–40 minutes can be sufficient. Facts can
be presented through drama.
This might be an “at-home-withreport” or the latest news from
the TV, perhaps a post from the
tabloid press or a musical about
“the life of pine”.
Reflection: here you acquire
knowledge from different sources,
realising that all facts are not
found in one place. Apart from
factual knowledge there is also
room for fantasy and creativity as
well as co-operation and personal
performance. When introducing
the task, it may be useful to give
an example of a presentation with
plenty of empathy and fantasy
and not solely to explain what
should be done. Otherwise, the
focus might end up as “finding
facts” and the presentation may
be forgotten. It also helps to point
out that just reciting facts isn’t the
aim, but they need to be put it in
context.
leaves emerge the ground gets all the sunlight and then flowering liverwort (Anemone
hepatica), wood anemone (Anemenoides nemorosa) and yellow star of Bethlehem (Gagea lutea) can flourish.
Birch was the tree that first colonised after the ice age and it is still the fastest tree
to conquer abandoned fields and pastures.
Even after a forest fire and on clear cuts it
comes early because it self-seeds easily.
Uses of birch
The birch has always been a useful tree.
Today the wood is used mostly in the pulp
industry and in sawmills. Dry birch wood
burns well in an open fire. Birch bark can be
used to create all sorts of boxes, baskets and
shoes (in early days the bride was supposed
to give the bridegroom 20 pairs of birchbark
shoes!) Birch bark was used as roof tiles or
between the stone base and log layers in
house building to prevent damp getting into
the wood. The “authentic” Canadian canoes
were made of birch bark. The wood is light
and doesn’t give any aftertaste. It is therefore used for household tools such as bowls,
ladles and lots more (see the woodcraft tip
earlier in this chapter).
In the bark of most deciduous trees are
resting buds – adventive buds – that the tree
can allow to grow if it needs to. This might
be so as to protect the trunk against light or
a way to get more leaves if the crown has
been damaged or broken. When such a bud
is making a new branch, it can sometimes
end up tying a knot on its self and growing
around, and around without shooting. A
knot is formed on the trunk, almost made
for scraping out a cup. But you cannot chop
it off without permission from the landowner!
Beech and oak forests
The atmospere of the beech forest
Pure deciduous forests are uncommon in
Sweden apart from in the most southerly
parts. There it’s mainly beech, but also oak,
that can make a forest. The beech (Fagus
sylvatica) has its widest distribution in the
Balkans but makes large forests all the way
to India. Here in Sweden, it lives on it’s absolute northern limit since it usually only
thrives in warm rich soil. In a dense beech
forest the trees are close together. It is almost
impermeable as a young forest. Not until it
becomes very old – 100 years or more- does
it gets a special storey atmosphere, as described by so many. The different seasons in
the beech forest look very different. In the
spring, just before leaves emerge, wood anemonies and other spring flowers occur. Later, when the beech leaves shut out much of
the light reaching the ground other plants
124
can’t grow there. What is left is a mat of
dead leaves from last year.
The beech wood is hard. It is therefore suitable for use on a grilling fire, as it retains
the embers for a long time. The tree is easily
recognisable, as there are small “comma”
signs in it. Look next time you eat an ice
cream! The stick is made of beech!
by sowing seeds. The old beech forest today
is derived from nuts that have been broken
down by swine, that previously lived of nuts.
According to the old farmer’s almanac from
1622 the beech tree was a reliable weather
predictor. Loosely translated as:
The oak forests two layers
The oak forest as a different character. When
it becomes older it wants to have a covered
foot and a free body. The oak forest is then
so sparse that it grows in two layers. The
lower layer consists of very dense hazel (Corylus avellana) – or other bushy forest trees.
This prevents the oak from getting branches
on the lower part of the truck where the
most valuable timber can be found. Beech
and oak forests are cared for by thinning
just like other forests but are best renewed
If you wish to know how the winter will be
then you should on all Saints Day go into
the forest and thereafter find a beech
whereby you shall know there you should
cut a slice
If is it dry, warm winter will be near
But if the same slice is wet and damp
Then a cold winter will come.
A colourful stove dish
(About colouring on the stove)
Prepare a coil of wool for each
camp stove and bind it together
in at least three places to retain
the coil. Before colouring the
wool using plant dye it needs to
be mordanted with alum: 20 g
alum (can be bought in the chemist) for 100 g of wool. Heat the
water and the alum to 40°C. Wet
the wool in water and then place
it in the alum solution. Heat the
water to 90°C and then let it rest
for one hour. Turn the wool every
now and then using two sticks.
Do not rinse!
(Mordanting can be done at home
in advance).
Then place into the pan one of
the following: birch leaves, ladies
mantle (Alchemilla vulgaris) or
spruce needles. Naturally you can
try other plants! Pour water into
the pot and add the yarn. Heat the
water to 90°C and maintain this
temperature for about 30 minutes.
Rinse the yarn in warm water.
Hang it to dry. Ready for use.
Reflection: colouring yarn is an
activity that requires precision and
patience. The temperature needs
to be as exact as possible and
the pot therefore needs constant
attention. The results are often
surprisingly good. When the yarn
is ready you can decide to make
something special with it. It can for
example be a symbol for the group
or a weave in a branch fork.
125
Whisks
(About making a birch whisk)
The spring and early summer
are the best times to make
your own birch whisk. Pick
birch twigs and peel them (after
contacting the landowner).
It’s easiest to place the twigs
against your thigh and, using
the backside of a knife, to pull.
In former days you took a stick
of hard wood about a 10 cm
long, made a cut in it and pulled
the twig through it where it
grew so as to remove the bark.
After this you cut off all the
debarked twigs from the tree.
Split the peeled twigs into two
piles. Place the piles with their
shafts overlapping and bind with
cordage. Fold back one pile next
to the other to make a whisk.
Tie with a new cord and cut off
Weather forecast
(About predicting the
weather)
Take a dry twig with a piece of
the trunk from a small spruce.
The twigs should be 40–50
cm long. Let’s for example the
Christmas tree (or a piece of
it) dry and use this. Peel the
branch. The trunk piece is nailed
to the wall outside the window.
The stick will bend up if dry
weather is on the way and point
down when a low pressure and
rain is arriving
Reflection: with the help of the
weather stick you can follow
changes in the weather before
they occur..
the twigs so they are the same
length, ready to use.
Reflection: here you make
something practical and useful.
This is an activity for a sunny
spring day when you want to
sit and enjoy the sound and
the smell whilst still making
something.
The forest
(a loose translation from Swedish)
Have you forgotten,
that the forest is your home,
and that the deep still forest
stands and waits for you like
a friend.
Leave the cities worry, come to the
forest again,
only then will you be whole again.
Have you forgotten, that the forest is
your friend?
The path of the ant under the sky,
The spring, where there grow light
conversations,
the glade, where you play with
a rain,
are they forgotten? Don’t you remember
them?
BO SETTERLIND
126
C haracters
One of the earliest spring flowers is the liverwort (Anemone hepatica).
At the top of the vertical earthstem there is a bud with the genetic material for the next years flowers and leaves. When picking liverworts
there is a risk of damaging this bud. Liverworts are protected in many
counties. A plant can become 700 - 800 years old. Every year the rhizomes get scarred after that years leaves, this can be useful when you
want to find out the age of a plant. The seeds contain an oil that ants
like. On the way to the ant hill they sometimes drop them. In this way
the liverworts can spread to new places. Before it was thought that the
liverwort was a good remedy for liver illnesses as the leaves look like a
liver. The liver wort is poisonous.
Liver wort
The wood anemone (Anemenoides nemorosa) is a weather flower and
opens in the sunshine and closes with overcast and damp weather. In
England the children thought that the wood anemone closed its leaves
so that the elves could sit protected from the rain and the cold inside
the flower. The wood anemone multiply vegetatively and that is why
they grow so close together. The wood anemone is poisonous. The
plants sap is sharp and corrosive and can irritate the skin of sensitive people. According to Linneaus the wood anemone is supposed to
flower at the same time as the swallows return.
Wood anemone
Sorrel (Oxalis acetosella) grows in forests and copses. The flower is
white with streaks of pink and violet. It opens in the morning and
closes at night. You say that it predicts weather. If there is bad weather
coming the flower closes and bends it’s shaft. If you poke at the seed
capsule when the seeds are ripe they will crack out. The three fingered,
thin, sour tasting leaves can be eaten but contain oxalic acid, so don’t
eat too many!
Sorrel
One of the flowers that have existed longest in in Sweden is the
mid-summer flower or cranesbill (Geranium sylvaticum). Pollen has
been found from warm periods after the ice age. It is a magical flower
and should be part of any mid-summer bouquet’s nine different flowers
so that you can dream about your beloved. When the flower has finished flowering the seed pod develops so that it looks like the beak of
a bird. It is probably from this that it’s got its latin name (geranium =
crane beak).
Wood cranesbill
127
Characters
Bilberry
Bear berry, fox licking berry and tell-tale berries are all dialect names
for bilberry (Vaccinium myrtillus). That they are enjoyed by bears is
shown in the children song “Mors lilla Olle… “. Other animals that
like to eat bilberries are fox, hare, hedgehog and different birds. If
you eat bilberries your tongue becomes a blue to lilac colour. A colour that shows that you have been in the jam jar (tell-tale berries).
Bilberries were previously used against diarrhoea as they contain
tannin that combats this. Bilberries require lots of sugar when conserving, therefore poor people mostly ate fresh berries or dried them
for use in winter.
Rock fern
The rock fern (Polypodium vulgare) can be found throughout the
world. It grows on cliffs, in massive forests and sometimes on old
trees. The orange or brown under sides to the leaves are spore gatherings. Taste the root, it can be eaten and has a sweet, licorice-like
taste.
Bracken
Bracken (Pteridium aquilinum) is a plant that thrives in wet ground,
amongst others in open spruce forest. It gets its name from a story
that says that if you cut the stem just above the ground, you should
see the image of the heraldic double eagle. Another interpretation
is that if you placed dried bracken in your pillow you slept well.
Wounds and swellings on neck and ears were healed.
Iceland moss
The iceland moss (Cetraria islandica) is a lichen that grows on rocks
in spacious forests. In the summer it is brownish, during the winter
it changes to green. It contains many nutrients. Previously you could
exchange two barrels of ground iceland moss for one barrel of rye. It
is harvested in the early summer in rainy weather. Then it is easiest to
collect as it doesn’t crumble. When it has dried, it is ground to flour
that can be used in gruel and porridge, that ought to be spiced to
taste. Bread becomes rich in nutrients but black and bitter. The lichen
can also be used for colouring.
The red fly agaric
There are at least 22 different species of fly agaric in Sweden. The red
fly agaric (Amanita muscaria) is the easiest to recognise. The white
dots are remnants of the universal veil. Certain mushrooms are solely red, then the veil has washed away. In the past dried pulverised
fly agaric was placed in milk to kill thirsty flies. The white fly agaric
128
The grey hoof fungus (Fomes fomentarius) grows on deciduous trees, Hoof fungus
primarily on birch. The shape is reminiscent of the hoof of a horse.
Between the hard shell and the tubes on the underside of the fungus is
the trama layer. It is from this that you get the tinder that can be used
when making fires. (See the activity “dry as tinder”).
The Juniper (Juniperus spp.) can have a very varied appearance. It can Juniper
be 20 cm or 20 m high, depending on where it grows. The Juniper is
the dual builder, i.e. there is a female and a male plant but also some
that are sterile. The female plants have cones (that are often called
berries). It takes three years for the berry to ripen: the first year it is a
light yellow fruit, next an immature green berry and finally it becomes
blue black and ripe. All three stages exist on the same bush. Lots of
mysticism and magic are associated with the holy trinity. Three years
to ripen. The berry is surrounded by three cone casings. The needles
are placed in three radials. You took three twigs, broken on the third
week day to be used in ointment and medicine. The juniper has been
used for everything from boatbuilding to remedies against snakebites.
In the leafy folds of the fresh shoots the mosquito (Cecidomyidae) lays
it’s eggs. This resulted in the needles being deformed and can be likened to a little green bluebell. These contain the egg or orange larvae.
Before, it was believed that when these berries were boiled in milk
they treated whooping cough.
The pineapple gall (Adelges abietis) can be found in the spruce forest. Pineapple gall
There are often small pineapple or cone-like galls on the spruce branches. This is the spruce needle bug that has laid it’s eggs at the base
of the needles. The needles swell up and make a yellow white cone
that later becomes brown and hard. Inside is a chamber for larvae
that emerge from the eggs. The galls taste sweet when they are yellow
white and were happily eaten by young goat herders. The pineapple
gall was therefore also known as the goat apple.
129
Characters
(Amanita phalloides) is the most poisonous fungus and can easily be
mistaken for the edible toadstool. The difference, amongst others, is
that the fly agaric always has white gills. The toadstool gills are pink
or brown. If you are in doubt? Let it be!
Characters
Rowan The rowan (Sorbus aucuparia) grows throughout Sweden. The berries
are eaten by birds. When you use the berries in cooking they shouldn’t
be picked until there has been the first frost, as a lot of the sour taste disappears after then. The rowan berries can be used for jam, jelly, liquor,
porridge and as a spice. In the old days you made harness rods for carriages from rowan so that the horse wouldn’t be enchanted. Shoe polish
was made of rowan bark that had been boiled in water. Using the berries
for tea could help kidney illnesses and the berries have also been used as
replacement for raisins in black pudding. If you gave away a twig with
rowan berries it meant in the flower language: “get to know me more, I
am better than you think”.
Spruce bark beetle The spruce bark beetle (Ips typographus) lives between the bark and
the wood on damaged or a weak spruce and pine trees. Each species of
bark beetle creates its own typical pattern. The male gnaws out a “bridal
chamber” and from this the female gnaws a passage where the eggs are
placed at equal intervals. The hatched larvae then gnaw perpendicular
to the first passage. The larger the larvae, the wider the passages. Take
a piece of baking paper and place it over the trunk with the galleries.
Using a pencil or a wax crayon, rub it over the paper and it will create
a nice pattern. Go on a pattern hunt and you will get many nice works
of art.
Wood ant Wood ants (Formica rufa) live in anthills that can become over 100 years
old. A third of the ant hill lies above the ground. The working ants
live there with one or more queens, eggs, pupae and larvae. The ants
overwinter in “clumps” at a frost free depth. The larvae are fed with
“honeydew” that the ants “milk” from aphids. In comparison to their
size ants are the world’s strongest animals. They can carry 10 times their
own body weight! When ants communicate with each other they drum
their antennae against the other ant’s antennae.
Cuckoo One of the most well-known bird sounds is probably the call of the
cuckoo (Cuculus canorus) that can be heard in May. The cuckoo returns
to Sweden to find a suitable foster home for its babies. The female lays
her eggs in the afternoon in different small bird’s nests. Already in July
the adult cuckoos move south. The young move many weeks later. Their
favourite food is hairy butterfly larvae. In the old days a girl who wanted
to get married, went out in the forest to hear the first cuckoo. She counted how many times the cuckoo called – that was thought to indicate the
number of years that would pass before she got married.
130
Firecrest
In Sweden there are three species of lagomorph: the forest hare (Lapus timidus), the field hare (Lapus europeaus) and the wild rabbit
(Oryctolagus caniculus). The forest hare in the north of Sweden
turns white in the winter (further south it becomes grey). The tips of
the ears are black and the tail is white all year. The field hare is larger
than the forest hare. It is grey brown and the top of the tail is black.
The field hare is most common in the south of Sweden and it readily
enters gardens for food. The wild rabbit can be found in the south of
Sweden and on Gotland. The hare places his back paws before the
front paws when it jumps. When it bites twigs the cutting edge is very
clear, as it cut by a knife. To improve digestion of its food it eats its
first droppings. The second time the food comes out it is in the shape
of round, dry and somewhat flat marbles.
The hare and rabbit
The fox (Vulpes vulpes) is a dog-like animal. The fur is reddish brown
with a white tip on the tail. It occurs throughout Sweden, even in urban areas. In April the pups are born in the den (or burrow) and have
thin black fur and are blind for two weeks. Their favourite food is
mice. Their diet includes earthworms, insects, birds and hares. The
droppings are similar to those of a dog but have a pointy pulled out
tuft at one end. They are often found lying on a stone or a tree stump.
The fox is active at night. When it walks it places it’s back feet in
the same tracks as the front feet. In snow it leaves a straight trace.
The fox is supposed to be clever. According to folklore you become
hoarse when you meet a fox. A less common relative is the arctic fox
(Vulpes lagopus), it is only found in the mountains.
Fox
131
Characters
The firecrest (Regulus ingnicapula) is the smallest bird in Sweden
with the weight of only 6 g. It prefers being in the spruce forest and
the older birds remain in the country over winter. The firecrest is
fearless so you can get quite close and see it’s nice colours. The male
has an orange to yellow crest on his head. According to the story the
firecrest got its name when the birds were going to choose the king.
The one that could fly the highest would become king. The great eagle spread his wings and rose to the skies. He flew higher and higher
and was sure he had won. After a last push, when he couldn’t get any
higher, he heard a weak voice shout: “I am higher than you – I am
the king”. It was the little firecrest that had hidden on the back of the
eagle. As a prize he got a golden crown on his head and got his name,
(in Swedish kungsfågel, the kings bird).
barmark
snö
Characters
Squirrel In Dalarna the squirrel (Sciurus vulgaris) is called spruce crazy. It needs
over 4000 seeds a day and therefore has to peel about 30 spruce cones. It takes about six minutes to peel a cone. The squirrel readily eats
mushrooms, berries, nuts, insects and birds eggs. It builds its nest in
trees, close to the trunk, where it can be supported by the branches. The
nest is round with a hole on one side as an entrance that the squirrel can
close in bad weather or when there are babies in the nest and the parents
have to leave in search of food. It can have many nests and even hollow
trees and bird boxes can be good alternatives. If the nest is discovered
the babies are moved. The male has a nest where he only sleeps.
Badger The badger (Meles meles) is found throughout Sweden but not on Gotland. In it’s diet you find earthworms, oats, small invertebrates and sometimes food from compost. In setts that can be 100 year old it sleeps
during winter, from October to April. The badger makes its own paths
and has its own “toilets” (hollows in the ground) close to the sett. It is
most active at night. A badger can live for 10 to 15 years. The myths say
that when the badger is angry and bites he doesn’t let go until he hears
the crunch of the bone. People used to place charcoal in their boots to
fool them.
Roe deer The roe deer (Capriolus capriolus) can weigh up to 30 kg. In the winter
their colour is grey brown, in the summer reddish brown. Around the
backside there is a large white area. The male is called a buck or roebuck. It loses its horns in November – December. The female is called a
doe and gives birth to 1 - 3 young (kids) in May – June. You might find
the kids in long grass or dense brush. The doe is probably nearby and
it’s best to move away. The roe deer droppings look like olive kernels.
During hunting season roe deer are shot for their tasty meat. Their food
consists of, amongst others, herbs, buds, bark, leaves, juniper, berry
plants, grass and lichen.
Elk The elk (Alces alces) is the king of the forest. It eats the shoots and bark
of aspen, willow, birch and rowan. For a good digestion it also has to eat
about 700 g of pine needles every day. Droppings can be found in large
piles and consist of 40–50 dropping pellets. An old bull drops its horns
from November – December, and the young drop them between January
– February. After losing them new ones will grow. The elk can live for up
to 25 years. The elk cow gives birth to 1–3 calves. They follow the cow
for a year, after that they have to manage on their own.
132
Wet Waters
– About lakes and waters as a landscape
and a friluftsliv environment
BY KURT OLSSON
Lakes and bogs
Life giving water
The campsite isn’t complete if it doesn’t
have a lake nearby. On a hike we often
choose to camp by a lake side or beside a
river. The lure of the water is deeply rooted
within us. Baptism and rebirth are often associated with water and so our attraction to
it isn’t so strange, we have to drink at least a
litre every day so as not to be thirsty. In our
daily lives we don’t think so much about it
– water comes out when we turn the tap.
For those who know the feeling of placing the heavy luggage in the canoe and
gliding out on the water it won’t come as
a surprise to learn that waters have been important as transport routes, for both people
and goods. It took a long time before roads, carriages and carts were good enough
to transport heavy goods. It was easier by
boat. Building canals became an important
part of Sweden’s industrialisation. Floating
timber on waterways was for a long time
the easiest and most effective way of transporting it to the coast and the sawmills. The
big forests separated people whilst the water connected them.
People learnt to use the running water to
drive mills, saws, smiths etc. In many places
along Swedish rivers, you can still see remains of this in the form of dams, channels and
the foundations of buildings. In some places these facilities are still in use, often now
powered by electricity. In recent years large dams have been built for power stations,
especially in Norrland. Their impact on the
waterways is large – but at the same time
they are a renewable source of energy.
Lowering water levels and
building dykes
For a long time, the meadows beside lakes
were used for growing crops and for grazing.
However, this land was often waterlogged.
From the middle of the 1800’s to the beginning of the 1900’s there was a drive to gain
land for fields by lowering the water levels.
The outlets from lakes were straightened,
cleared and made deeper so that the water
level would drop. However, the results were
often not what was hoped for. Land was
made dry, but in smaller areas than first
thought.
133
Keep your head cool
(about training for safety
on ice)
Friluftsliv beside, in and on lakes
dosn’t stop when winter comes.
It’s therefore important to know
where the ice will be strong and
where it will be weak. Both where
ice is generally weaker (at headlands, in sounds, over shallow
water, by the exits and inlets of
streams and by pontoons) and
where it is weak at your own specific location. It can be helpful in
the autumn to observe where the
ice formed last as in the spring
this will be the first to break. It
is of course also important to
practice using ice dubs, ice pick
and a lifeline as well as how you
recover after falling through the
ice. It is an exciting theme for a
winters day. The exercises need
to carried out safely. Contact the
life-saving organisation and local
swimming pool staff for advice
and instructions.
Reflection : Many drowning accidents occurring during the winter.
It is important to know how much
weight the ice can withstand, to
have practiced getting yourself
up after a fall through the ice
and how to help someone who
has fallen through the ice. Here it
is important to have knowledge
and to practice what you already
know.
The newly exposed land was often also waterlogged and difficult or impossible to use
as fields, especially with machinery. Shallow
lakes became overgrown with, for example,
reeds and water lilies. During the twentieth
century the lakes and rivers received more
and more sewage water as well as nutrients
from fields, which contributed to them becoming overgrown.
In forested areas, dyking was also carried
out to drain the land and increase production. As a result, the biological diversity of
the landscape declined with adverse consequences for the different animals and plants that
depended on that environment. The straight,
deep dykes are often perceived as ugly interventions by those out walking for enjoyment.
The seabed
On the seabed there is often detritus or mud.
It’s only where wind and waves dominate
that the seabed consists of sand, gravel or stone. Detritus consists of dead parts of plants
or animals, in the process of being broken
down by animals and bacteria. What is left
after the breaking down is called mud. This
contains humus that has come from deitrus
or from the surrounding areas. Snow-melt or
rain move the slurry with the surface water
into streams and lakes that are then coloured
brown.
Plants of the beach
Moving from the beach into deeper water different types of vascular plants grow.
In shallow water closest to the beach you
most often find emerged plants, for example
reeds, in the nutrient rich lakes. The abundance of reeds is a measure of how nutrient rich a lake is. They have the green parts
above the water surface. Further out, floating-leaved plants grow for example water
lilies (fam. Nymphaeaceae), that have their
leaves floating on the surface. A little deeper
submersed plants grow, for example spiked
water milfoil (Myriophyllum spicatum) that
grows totally underwater. You can also find
rosette plants, for example water lobelia
(Lobelia dortmanna), with a basal leaf rosette on the lake bed. Light levels fall as you
go deeper in the water, limiting the range of
species found. In deeper water only animals
and micro-organisms, living off each other
or off dead plant matter that drops to the sea
or lake bed, occur.
Plant and animal plankton
Small unicellular free floating algae are called phytoplankton. They can be seen using a
microscope with high magnification. Sometimes algae can occur in masses in the water
and colour it, the so called water blooming.
The yellow “water blooming” that happens
in the spring is however caused by spruce
and pine pollen floating on the water and
not by phytoplankton.
Zooplankton can be both unicellular animals, such as rotifers or multicellular, such as
daphnids and copepods. Fish spawn eat both
phytoplankton and zooplankton. When the
fish grow many continue to eat larger zooplankton, but also add insect larvae, other
fish and plant parts to their diet.
The ageing lake
The lake’s history started when the inland
ice melted. The lakes that existed then were
generally rich in minerals. The newly created
land after the ice left, had plenty of nutrients. Over thousands of years large quanti-
134
ties of minerals have since been removed, via
waterways to the sea. The lakes in areas with
poor earth have then become more and more
lacking in minerals. But lakes in fertile areas
have had continuing nutrient input from the
surrounding land.
The land close to the lake is of great importance in determining it’s water qualities, which organisms it contains and how
it works. Generally, there are two main types of lake, nutrient poor and nutrient rich.
These are however not two distinct groups,
but more of a sliding scale between the two
types.
The breaking down of dead plants and
animals on the bottom of the lake doesn’t
happen as quickly as the supply of fresh organic matter. The layers of mud therefore
grow slowly. In nutrient poor lakes it grows
a lot slower if humic substances aren’t added. In nutrient rich lakes it grows faster. The
growth rate can there be ¼ – 1 mm per year.
If the lake receives water with nutrients from
sewage or farmland the bottom sediment
layer becomes thicker more quickly.When
there is little water flow the bottom sediment
grows especially fast. Within the sediment
large amounts of minerals are bound.
A glass of water
(about purifying water)
If you are unsure if the water is
drinkable the easiest method to
clean it is by boiling. An exercise
to illustrate this: place all participants as close together as possible in a small area. The leader
tells the participants to slowly
start to “boil”. The participants
start loosely moving arms and
legs. The leader requests harder
“boiling” and the participants
make stronger movements. Their
whole bodies now demonstrate
the water’s boiling bubbles
Reflection: This exercise makes
the body feel the movements
of the water, which strengthens
the memory at the same time as
getting yourself warm.
Light
The water cycle
(about understanding how
water circulates)
Emerged plants
Phytoplankton
Floating leaved plants
Submersed plants
Rosette plants
Compensation level
No phytoplankton
No plants
135
The exercise above can also be
used to understand the water
cycle. The “water vapour” cools
and changes to water droplets
(jumping) that in turn becomes
a small stream (the participants
create a long line with hands on
each other’s shoulders and make
a winding path). The stream runs
out into a lake (you create a large ring) where you can find big
waves. (The ring moves in and
out). When the waves have calmed the sun is shining (everyone
stands as close as possible), it
becomes warmer and the water
starts to evaporate (the participants start with small deliberate
movements and the exercise
begins again).
Sphagnum moss brush
(about recognising and
washing up with a sphagnum
moss brush)
Who can ring out most water
from a handful of sphagnum
moss? Compare the weight when
the moss is wet and when all the
water has been squeezed out.
The moss is now almost white –
hence the Swedish name white
moss). Take moss from different
places and compare the amount
of water each holds. Forgotten
your washing up brush? Use
a natural disposable brush
instead. All you need is a handful
of sphagnum moss to washup .
Natural mosquito
repellent
(about using bog myrtle, wild
rosemary and white man’s
foot (Plantago major) against
mosquitos)
Are the mosquitoes troublesome?
Rub your skin with leaves from
bog myrtle or wild rosemary
(that you can find on lake shores
and wetlands – where there are
often many mosquitoes) and the
problem will ease. Have you been
bitten: rub the skin with leaves
from white man’s foot and it will
calm a little.
When the lake becomes shallower the rooted beach vegetation can spread to larger
areas on the bottom. This results in increased circulation of the minerals that were
bound in the sediment. The water is warmer
in a shallow lake and the production of vegetation increases, resulting in rapidly increasing overgrowth.
Bogs
Many of the original rather shallow lakes have already become overgrown and
become bogs. Then they are examples of
marshland, which covers about a fifth of the
surface area of Sweden. The bog is supplied
only by rainwater or other precipitation. If
you drill in a bog you often find lake mud
and sand that have been at the bottom of a
former lake.
The bog is like a great water reservoir,
built up of different mosses (peat) and rising
over the surrounding area. A typical bog is
highest in the middle and lowest where it
borders solid land, where there is often open
water. In the past these areas were also used
for farming. The bog was drained and oats
and potatoes were often grown. But, since the frost comes early in marsh lands the
crops often failed. When these cultivations
were abandoned, the land returned to being
forest.
Out on the bog, pine trees grow short and
gnarlty due to the lack of nutrients. You can
also find cloudberry (Rubus chamaemorus).
Cranberry (Vaccinium oxycoccus) with its
red droplet like berries, is another bog plant.
It grows with long thin strands and has a
beautiful red to violet flower. The berries are
preferably picked late in the autumn after
some frosty nights. They are extremely tasty
in icing sugar together with ice cream!
The half rotten sphagnum moss is called
peat and has a high fuel value (this means
that you should never make a fire on bogland as it often spreads and is difficult to
extinguish). In former times peat was often
used for heating houses. The peat was dug
up with a pick axes and spades (and later
by using machines). With a spade you cut
out squares that looked like rough firewood.
These were left to dry in the sun on the bog
where they would be turned, stacked and finally stored in airy barns. Turning the peat
was often work for children.
The drying barns can still be seen in many
places as can the ditches, where the peat was
once cut. These ditches could be rather large
with vertical walls a couple of metres deep.
Natural variation
(about reproducing a
profiled walk)
▼
Do a walk, if possible from the
mountain down to the lake. After
the walk the participants are
placed in small groups to depict
a stretch using natural materials. Show each other. Discuss
Summer
Cranberry
136
Autumn-winter
amongst other things why the
plant growth has changed. Reflection: by saying what you have
seen after the walk you sharpen
your senses. Creativity, language
and your own thoughts are tested.
Is the deserted island
deserted?
Over time they filled with water and became overgrown by new moss that today lies
floating on the water. Care must be taken
when you walk on the bog where peat was
once taken.
Nowadays peat is dug using large machines, that break up the moss pieces. When
they’ve dried, they are gathered, packaged
in sacks and sold as soil enrichment for gardens. Peat can also be a local energy source,
particularly in the north of Sweden. This
energy source is renewed faster than oil and
coal. But with a growth rate of 0.1–0.5 mm
annually it is debatable whether it can be
considered to be renewable.
Digging peat from bogs can make a scar
in the landscape. Perhaps we end up with
the lake that was once there and had become overgrown over thousands of years.
Nutrient poor lakes
Forest lakes
The nutrient poor forest lakes are typical
of the highlands in the south of Sweden,
part of mid-Sweden and large parts of the
north. They are found in areas where the
soil is poor, so the lake water contains few
minerals. The nutrient poor lakes have clear
water (clear water lakes) or more or less
brown water of humus substances (brown
water lakes). In clear water lakes you can
typically see to a depth of 15–20m in the
north and 3–7m in the south of Sweden.
Visibility in brown water lakes is often less
than 1 m.
The pH value of the water is low, 4.5–5.0
(pH is a measure of the acidity of the water, the lower value, the more acid it is, 7.0
is neutral). These lakes are also particularily
sensitive to acidification where wind and rain
bring acids from industries and car traffic in
Sweden and the rest of mainland Europe.
Sulphur pollution has diminished greatly in
recent years but the continued high nitrogen
137
(about a survival hike with
nature studies)
If you are an experienced
outdoors person then it can be
a challenge to manage with as
little outside help as possible.
Today “survival techniques” have
become popular. An island is a
good place to practise this and
also gives a chance to learn about
what grows and what animals
there are on the island. Consider
the need to contact the landowner
if you are staying more than one
night, or are larger group or want
to do things that are normally
not covered by the right of public
access (allemansrätten).
Lakes at dusk
(About making lakes to
experience darkness, light
and sound.)
In groups (4–8 participants in
each group) with the help of a
piece of plastic (bin liner) you
should make a lake in a suitable
place in nature. It could be a
fantasy lake, a lake where the
great lake monster lives, a waterhole where animals can come
to drink, the lake by the cottage
or where you have made water
investigations. It’s important
that there is water in the lake
to get the correct effect. When
the lakes are ready you have to
add sound to the lake and its
surroundings. For example, by
the waterhole with the animals
you could hear the trampling of
hooves, drinking noises and the
sounds of the animals leaving.
▼
Show the lakes to the other
groups during daylight and
explain your ideas, but wait with
the sound illustrations until the
second visit, preferably when it’s
become dark.
Every group then get five tea
lights to be placed by their lakes.
The groups revisit the different
lakes. On arrival the sound illustrations are enacted. Try to walk in
the darkness without torches (it’s
easier if the groups hold hands).
Try to avoid frightening sounds as
this needs to be a calm safe walk.
When you’ve seen all the lakes
everyone gathers in the ring to
silently say good night and walk
home.
pollution makes acidification, not least of lakes, a serious environmental problem, with a
risk of extinction of populations of different
fishes and plants.
The animal life in these forest lakes is also
very sparse. On the surface pond skaters,
(Hemiptera, Fam. Gerridae) also called water striders, run and whirlygig beetles (Coleoptera, Fam. Gyrinidae) swim. Water striders are predators that live by sucking out
the contents of other insects they find on the
surface. The small black whirlygig beetles
whirl in shoals on the surface, hunting small
animals. Their eyes are split into two halves
as an adaption for living on the surface. The
upper half is used to look above the surface
and the lower half to see in the water. In the
water you can find diving beetles (e.g. Dytiscus marginalis) and backswimmers (Hemipitera, Fam. Notonectidae), that amongst
other things eat copepods and cladocerans,
but they also eat frog spawn and fish spawn.
The backswimmers and the diving beetles
bring a small air bubble on the underside of
their body so as to breathe when they dive.
Typical fish for the nutrient poor lake are
eel (e.g. Anguilla anguilla), perch (Perca fluviatilis) and pike (Esox lucius). The younger
perch live on animal plankton, dragonfly
larvae and small copepods, while the older
prefer fish. The pike live almost exclusively
on fish but sometimes also catch frogs and
ducklings.
Bird life is often sparse on the nutrient
poor lakes. The common goldeneye (Bucephala clangula) is the most characteristic
of the lake birds. Along the beaches (Actitis
hypoleucos) are often common sandpipers
that rise quickly on stiff wings and fly close
to the water’s surface, or run with a bobbing
tail on stones at the edge of the lake where they hunt insects. Sometimes the osprey
(Pandion haliaetus) nests by these lakes.
138
Common
Reed
Bottle
sedge
Club rush
Back
Broad leaved
swimmer
pondweed
Water Lily
Whirlygig
beetle
Reflection: When you make
lakes, you discuss facts that
are combined with fantasy. This
exercise provides knowledge as
well as training in experiencing
the forest in darkness. Those who
feel unsafe might prefer to walk
with friends. Your experience the
nature with many senses.
Horse tail
Water milfoil
Asellidae
Reading the water
(about practising white water
paddling in a small stream)
Mayfly larva
American
shore
weed
Caddis fly larva
Dragonfly larva
Chironomid larva
Lobelia
Quillwort
Brown water lakes
The nutrient poor lakes that occur in areas
with marshland have brown coloured water from the organic matter. Forest tarns are
typical brown water lakes. The beach vegetation is often a quagmire of sphagnum,
common reeds (Phragmites australis) and
club-rush (Schoenoplectus lacustris). Further out water lilies (Nymphaea alba) grow.
The underwater vegetation is limited as the
strongly brown coloured water means that
light does not reach very deep. The quagmire by the beach slowly grows out into the
lake that becomes smaller and smaller.
The lake bottom consists of thick layers
of mud. There are small amounts of minerals that the plants can use. These lakes con-
tain fewer species compared to the nutrient
rich lakes. The production of plant material
is low, which also limits animal life. The low
level of plankton production would have
resulted in clear water, if it hadn’t been for
such a large quantity of organic matter in the
water.
Clear water lakes
Along the borders of a clear water lake there
can be sparse, low sedge consisting mainly
of the bottle sedge (Carex rostrata). In protected bays they become more dense and
higher with some rushes, reeds (e.g. P. australis), and horse tail (Equisetum fluviatile).
Here you can also find plants other emerged
plants such as water clover (Marselia spp.)
and tufted loosestrife (Lysimachia thyrsiflo-
139
Surely you cannot learn white
water paddling in the stream? No,
but you can learn a lot about white
water paddling by sitting and
watching how running water acts.
To be able to “read a rapid” forms
the basis of white water paddling.
Throw small sticks into the water
and see how they find their way.
Watch them gain speed where the
water creates downstream “V”
between two stones, how they
get stuck on the round height that
shows that there is a stone under
the surface and how they then end
up in peace in a backwater. Who’s
stick wins, “best of five starts”?
Reflection: White water paddling
is not for beginners. It’s about
being able to read the water and
understanding what happens.
Therefore, this is a useful exercise
that easily can be transferred to
white water paddling.
Waking up in the
Canoe
(about night paddling)
▼
When you have worked up the
basic competence of canoe
paddling then a night paddle
is a good way to get that little
“extra” outdoor experience, both
for the individual and the group.
All safety margins (weather,
the water, the canoe safety,
alternative routes and landing
places) must naturally be of
greater importance during night
paddling (alternatively paddling
at dawn or dusk). Take care, at
night when paddling on water
with other boat traffic the canoe
must always show a white light.
With a small group (2–6 canoes)
you can travel without a light
(but with the ability to show one
if needed). How large a group
you paddle in depends on the
ages, the experience of the
participants and the number of
leaders. It is sometimes appropriate to delegate leadership to
sub-groups. Bearing in mind that
bright lights will affect your night
vision is can be a good idea to
hang your
“navigation light” from the stern
of your canoe using a stick.
After a night paddle the leader
should think about how tired
they really are and consider taking a rest before driving a car.
ra). Further out in the water are floating-leaved plants. The most common are waterlily (Nymphaeaceae spp.) and broadleaved
pondweed (Potamogeton natans). There are
also some submersed plants, for example the
alternate water milfoil (Myriophyllum alterniflorum).
The shallow bottoms in the clearwater lakes consist mainly of sand, gravel or stones.
On the bottom you can find caddis fly larvae
(Trichoptera, several genera and species),
that spin tubular cases made for example
of sand, small leaves or sticks. The case is
protecting their soft abdomen. These caddis
fly larvae eat algae and pondweed and are
herbivores, primary consumers. It is only in
protected bays and in deep water that there
is organic matter (mud) on the bottom. In
the water column plants and algae of different types occur. There are you can also find
zooplankton, for example Cladocera and
Copepoda.
Nutrient rich lakes
The lakes of farmland
Nutrient rich lakes are mainly found in farming areas of Skåne, mid Sweden, as well as
smaller areas in for example Dalarna, Småland and Eastern Jämtland. You can also
often find them as polluted lakes in urban
areas. The water contains high concentrations of minerals. The water then has a higher pH value than in nutrient poor lakes (often around or just above seven). Although,
considering the pH in isolation isn’t very
useful, the most important thing is a large
and varied mineral content.
Conditions are therefore good for
phytoplankton and for macrophytes, which
leads to there also being a rich animal life
(feeding on the plants or the herbivores).
The high production of organic matter results in the bottom consisting of deep mud
layers. It is only the most exposed beaches
that have a sandy bottom. The breaking
down process requires a lot of oxygen and
it is not unusual to find low oxygen levels
in the deeper parts of these lakes. The rich
abundance of plankton clouds the water, so
visibility is often less than 1–2 m.
Plants in nutrient rich lakes
Many plants and animals can be found in
both nutrient rich and nutrient poor lakes.
But in the nutrient rich lakes there are many
more species. The plant life in the nutrient
rich lake is lush with big, tall and dense rushes. Here you find species such as reeds (e.g.
P. australis), greater water parsnip (Sium latifolium), cowbane (Cicuta virosa), bullrush
or reedmace (Typhaceae ), manna grass,
(Glyceria spp.) yellow iris (Iris pseudacorus). In the rushes are floating plants such
as duckweeds (Lemna spp.) and common
frogbit (Hydrocharis morus-ranae). Further out are the rooted floating plants such
as water lilies and broad leaved pondweed
(Potamogeton natans). Underwater plant
life is dominated by submersed, such as water milfoils (Myriophyllum spp.), coontail
(Ceratophyllum demersum) and many
pondweed species (Potamogeton spp.).
Zooplankton and phytoplankton exist in
large quantities in both nutrient rich and
nutrient poor lakes, but there are considerably more species in the nutrient rich. In
spring and autumn, the water of the nutri-
140
ent rich lakes are often blooming with blue
green algae (Cyanobacteria), nowadays called blue green bacteria, as the temperature
is roughly the same from the bottom to the
surface and nutrient rich water from the
bottom is brought up to the surface and the
light.
Animals in nutrient rich lakes
In the nutrient rich lake there are also more
fish than in the nutrient poor lake, for example bottom living tench (Tinca tinca)
and common bream (Abramis brama). The
tench tolerate much lower levels of oxygen.
In the open water the predatory zander
pike (Sander lucioperca) hunts. Amongst
the plants you can find rudd (Scardinius erythrophthalmus), common roach (Rutilus
rutilus) and carp (Carassius Carassius).
Among the predatory fish you notice European perch (Perca fluviatilis) pike (Esox
lucius) and eel (Anguilla anguilla). It is
the protected areas close to the beach that
have the richest animal life. Here, just as in
nutrient poor lakes, the herbivores such as
caddis fly larvae, (Trichoptera) and pond
snails (Lymnaeidae) are found together with
many others. There are also plenty of “filter
feeders”. These are animals that live by filtering plankton and particles from the water.
Larger filter feeders, for examples mussels
(Bivalvia), are common in nutrient rich lakes and live buried in the bottom. Shells and
mussels have to have calcium for their shells.
They are therefore only abundant in calcium
rich lakes.
Many insects, including dragonflies (Odonata) and mosquitoes (Diptera; Culicidae),
spend the winter as eggs or larvae in lakes
and waterways. During spring and early summer they eat to get strong and pupate. The
adult insects can then fly for a short time
when they mate and the females lay eggs.
Predators that swim in the waters include
dragonfly larvae (Odonata) and many dif-
141
Reflection: when you are
travelling in total darkness you
really feel that you’re in nature.
The distance to stars, contours
of land and each other become
intensified. With lanterns lit in the
canoes your attention is drawn
to the light instead and you
concentrate more on where the
other canoes are.
Reed boat
(about making a boat from
the leaf of a reed)
Take a leaf from a reed, make
a hole in the widest part. Then,
bend the thin end back and stick
it through the hole.
Reflection: By experimenting
with leaves you discover which
qualities of the leaf you can take
advantage of to make the boat
sail well.
Paddle or a handle ?
(about making or improving a
canoe paddle)
To make a personalised paddle
you can start with the normal
standard paddle made of wood.
Round the bottom corners of the
blade so you can paddle silently,
scrape and create a better
grip. Sand them until they are
smooth. Perhaps paint or draw
something personal, a
“totem” (animal figure) or other
signature. Oil them many times
until the wood is filled, using
a mixture of boiled linseed oil
and turpentine in equal parts.
For the blade, you may choose
to use varnish instead to get a
shiny, light and hard surface (in
this case you will need to take
Hu
B i rds
ma ns
on
n e l i da
De
tri tus
Birds in nutrient rich lakes
Many of the nutrient rich lakes, especially those with big areas of reeds, are rich in
birdlife. Colonies of the black headed gull
(Chroicocephalus ridibundus) are common
e
r va
ns
rust ac
ar
ferent types of beetle, for example the diving beetles (Dytiscidae) and their larvae.
There are also different types of leeches
(Annelida; Hirudinea). Some eat insect larvae, snails and worms, for example the horse
leech (Haemopsis sanguisuga) and dog leech
(Erpobdella octoculata), whilst others,
for example proboscis bearing leeches
(Glossiphoniidae) and the glossiphoniid freshwater leech (Hellobdella stagnalis) suck the
haemolymph from shells and insect larvae.
There are also those that suck the blood of
fish and frogs. Only the seldom found medicinal leech (Hirudo medicinalis) can suck
blood from humans.
▼
ea
e
r va
ll c
m oth la
ts
ae
a
Pr o
An
s
n
n
ae
ay f l y l
L
s
v
opla n
kt
ut
swi m m
S ma
Ph
Mo
i to lar
yt
ers
s
Ba
lm
l
e a d al g
qu
s p aw
ck
S ma
T
hr
d s nail
ra m s h
r b e et
Sn o
e
P
on
ro g
F
Gr
at
d s k at e
le
a te
or
r be
et
W
W
ate
le s
P
on
rs
F ish
ger plan
tozoa
Mus e ls
s
as are coot (Fulica atra), mute swan (Cygnus
olor), mallard (Anas platyrhynchus), tufted duck (Aythya fuligula) and great crested
grebe (Podiceps cristatus). The bird species
each have different feeding habits. The northern shoveller (Spatula clypeata) mostly eats
plankton, the coot and the mute swan mostly eat plants. The mallard, the tufted duck
and the great crested grebe prefer insects
and snails. The gulls eat fish when then can
but also lots of earthworms and insects on
land. The black headed gull gives protection
to other birds with it’s pronounced alarm
call. In the dense rushes you often find the
reed warbler (Acrocephalus scirpaceus) and
reed bunting (Emberiza schoeniclus) who
feed on insects and other small invertebrates.
The marsh harrier (Circus aeruginosus) also
nests here. When it hunts, it flies low over the
rushes and fields looking for water voles (Arvicola amphibius), coot chicks and frogs. A
142
nutrient rich lake, with all the species that
live on, and by each other, is an example of
how different food chains (who’s eaten by
who) are woven together into a food web
(see the picture on page 142).
Moving water
From a stream to a river
The speed of flow is the most important
environmental factor in running water. The
current takes with its nutrients and food
but also threatens to wash away plants and
animals. At its source a stream starts with
clear, cold water. It runs fast with many
small rapids and waterfalls so the water is
fully oxygenated. The stony bottom creates
whirlpools and the surface and bottom water are mixed all the time.
As the stream continues towards the sea
or the lake, it becomes larger and larger as
small tributaries join. The channel becomes
wider and deeper and the current becomes
slower. Soon the stream has become big
enough to be called a river.
Plants in moving water
Along the stream banks there are often shady trees providing dappled sunlight. The autumn leaves are the most important energy
and food source for the organisms in the
stream. The powerful current washes away
gravel and sand from certain areas. The stones that remain are a good place for algae
and mosses to grow. The algae can be recognised as slippery covers on the stones. Here
you can find the red algae (Hildenbrandia
spp.) that grows like a thin red crust. The
common water moss (Fontinalis antipyretica), with triangular shoots and branches, is
found in clean streams and rivers.
care of it and re-varnish it if the
surface gets damaged).
Paddle improvements are good
activities for the winter season
that can give the paddling a
special “feeling” for summer. You
can naturally build a paddle from
scratch too.
Animals in moving water
The animals that live in the stream are often specialised to be able to live in flowing
water. Here there are caddis fly larvae with
heavy cases of sand and gravel. Some caddis
fly larvae don’t build a house but spin a net
between branches or stones. In the net they
catch algae and detritus that come with the
current. The blackfly larvae (Diptera; Simuliidae) have suction discs on their body and
stand in the current filtering the water that
flows past. Even the river limpet (Ancylus
fluviatilis) has a suction foot. They crawl
around grazing algae that grow on the stones. Some animals have a flattened body making it harder for them to be washed away
with the water, for example certain mayfly
larvae (Ephemeroptera) and flatworms (Turbellaria). Of the small predators there are
amongst others free living caddis fly larvae,
that have strong hooks and claws to grasp
with.
The common fish species, found in a stre-
143
Reflection: the personalised
paddle creates a feeling for the
material and the value of caring
for your outdoor equipment.
Through making your own paddle
you also learn about different
sorts of wood and carpentry
techniques.
From a drop to
industry
(about water from many
perspectives)
Split the group into smaller
groups (at least three in each
group). The theme for the exercise is water and how it’s used.
Each group gets an exercise
that they have to demonstrate
with the help of the groups participants without saying anything.
The exercises could be:
• water changing from sea to
rain, how raindrops reach the
earth, become small streams,
larger streams and rivers.
• Show some of the ways water
is cleaned (for example by
man-made cleaning plants or
naturally through the earth’s
layers).
• The water’s importance for
recreation during different
seasons.
• How do we use water in daily
life?
• The industry’s need for water.
The preparation time varies
depending on the age of the
group. Each group show the
others and they guess what
happens. Afterwards the groups
discuss the different scenarios
and possibly other examples or
environmental questions.
Reflection: this exercise can be
used to demonstrate theoretical
reasoning but also as an “alarm
clock” when it comes to the
environment. As your own body
is mostly made of water you
have a chance to wonder about
its importance. You also practise
co-operation and presentation
skills.
am, such as the minnow (Phoxinus phoxinus)
and brown trout (Salmo trutta), are predators. The minnow feeds on small crustaceans
(Amphipoda), caddis fly larvae and stonefly
larvae (Plecoptera), whilst the brown trout
prefers to eat the minnow. By the river you
also find the white throated dipper (Cinclus
cinclus) that dives for amongst other things
the caddis fly larvae.
In the river the slow flowing areas are dominant. On the bottom fine material gathers
and creates soft beds of mud and particles.
The temperature in the surface water increases as does the light. Plant and animal life
therefore becomes different, compared to a
stream, and becomes similar to that found
in a lake. The minnow and the brown trout
don’t thrive in the warmer but less oxygenated water. They are replaced by, the ide
(Leuciscus idus) and somewhat further
downstream by the common roach (Rutilus
rutilus), the common bream (Abramis brama), the perch (Perca fluviatilis) and the pike
(Esox lucius).
The canoe wave
Into nature - carried by water
Silently we glide forwards in our canoes on
an early summers day. All you can hear is the
dripping from the paddles (I need to round
off the paddle blade so it becomes a little
quieter). The nature around us is oozing with
life. Birds are singing and frogs are croaking.
Oh dear, there is an osprey (Pandion haliaetus) quickly rising from a tree only 25 m
away and a common sandpiper (Actitus hypoleucos) is flying very close to us, almost as
if it’s showing off. We really get close to nature and have great chances to look in detail at
the animal life when we are paddling.
The last rivers flow in the veins of the
earth so that our children’s children and
their unborn offspring should be able to
experience free flowing water and untouched forests where animals roam and
birds mate, as they have done since the
ice age and before then.
But why did the osprey lift off so suddenly?
And the common sandpiper isn’t normally so
fearless. When we came so quietly, we disturbed the nesting bird and it rose in panic. Normally, when it discovers a threat in time, it
carefully covers the eggs before it calmly flies
away from the nest. Now the eggs are unprotected and getting cold and are easily discovered by crows (Corvidae) and other robbers
of nests.
There is a big risk that the hatching will fail
if such disturbances occur often. The frequent
canoe paddlers have meant that for example
osprey (P. haliaetus) and great northern diver
(Gavia immer) have disappeared from many
of our lakes where they used to nest.
REIDAR EKNER
Good advice for considerate paddling
Can we do anything to make sure that our
bird populations aren’t declining? Yes, we
can lead by example and avoid canoe journeys during the time when the birds are most
sensitive to disturbances, in other words
144
Sleeping with a canoe
during May. During the rest of the spring
and early summer there are some things we
ought to think about for example:
• To find out if there is an especially sensitive bird area where we had intended to
paddle and avoid this (look at the map or
ask the local nature protection authority
or field biologists).
• If a bird lifts in panic paddle away.
• If we see a bird that seems to beckon us
to follow then we follow for a bit, it probably has a nest that it wants to protect.
• If we see a bird with chicks following
then keep a distance and don’t separate
them.
• If we see where the bird has its nest, then
we go ashore in a different place.
• We save paddling on the small winding
waterways (where we mostly disturb) till
the late summer or autumn.
A good and exciting way to organise camp during a paddle trip is to
build a canoe bivouac. There are
as many models as builders but
the simplest is to place a canoe
on its side under the back end
of a normal tarp and then tighten
the tarp forwards with lines and
the paddles. If the canoe has a
low bow it may be necessary to
support the sides using sticks
or luggage. Place something
between the ground and the paddle for example grass, moss or a
pack bag, so that your handle isn’t
damaged by stones and gravel.
Also place something between the
paddle and the tarp so as not to
damage the thin fabric
(for example a pack bag folded a
few times).
Knotting around
a paddle
Tying around
the canoe
By doing this we not only get to know nature, we also care for it. In the late summer
and autumn the water is also warmer (a safety issue) and often at that time of year you
get clear days over wide waters.
Consider that the equipment and other
things (for example paddles and canoes)
that have been used in water that is contaminated by crayfish plague (an algae called
Aphanomyces astaci) must be cleaned before being used on different water. The easiest
way is to use red spirit (T – red) that you are
usually carrying anyway. Wash the canoes,
paddles and the wellies. Don’t forget to
also rinse the sponge and let it air dry (the
sponge that you keep in the boat).
145
With one canoe
With two canoes
Reflection: to be able to erect
your tarp with nothing more than
a canoe and paddles means that
even a bare, rocky island could be
a campsite.
C haracters
Alder
The alder (Alnus incana, and Alnus glutinosa) grows by beaches or
in bog areas. The alder has bacterial nodules on its roots that enables it to fix nitrogen. Therefore, it can be wasteful with nutrients
and drops its leaves whilst they are still green. Hollowed out alder
trunks have been used as water pipes. Alder is a light wood that is
especially suitable for making wooden clogs.
Bog myrtle
The bog myrtle (Myrica gale) grows as a low bush by wet beaches
and bogs. Its leaves and flowers have small yellow heart spots that
give off a strong smell when you rub them between your fingers.
Bog myrtle boiled in water was used to wash allergic reactions and
rashes. Bog myrtle has also been used as a beer spice but could cause
headaches (or was that due to the beer itself?).
Wild rosemary
Another name for wild rosemary (Ledum palustre) is marsh labrador
tea. It grows on marshes in or near to pine needle forests (seldom in
western Sweden). The leaves are green all the year round. When it’s
cold and there is a lack of water the leaves roll up to reduce water
loss by evaporation. The plant was once used to keep lice away. It
is slightly poisonous. To fight mildew on gooseberry bushes (Ribes
uva-crispa): place some wild rosemary twigs in the bush.
Peat moss
Throughout the country you can find peat moss (Sphagnum) in
bogs, marshes and wetlands. The 52 different species have many variants in colour, everything from dark green to purple red. The peat
moss is called white moss in Swedish because it becomes white when
it dries. Dried it can be used amongst other things for peat litter in
barns and as a fuel. In former times it was used in babies cots and
in nappies. The moss contains substances with a disinfecting quality
and was used when bandaging wounds. Peat moss is not the same
thing as window lichen (Cladonia stellaris) that you often use to
decorate advent candle sticks (it’s often incorrectly described as peat
moss on the bag).
146
Meadowsweet
The common reed (Phragmites australis) is Sweden’s longest grass. It
grows in wetlands and by beaches. The roots and young shoots can
be eaten raw. The dead and dried reed can be used as roof cladding.
Many dens and hideouts have been built using common reed. The
flower heads give a green colouring. If you look closely on the leaf,
you can see three small marks, as if someone has bitten it – the reeds
devil bite. According to the saying the reed got this when God and
the Devil had a bet as to who could make the longest grass. When
God showed the common reed, the devil had to admit defeat. But in
his anger, he bit the leaf. These are the marks we see today.
Common reed
Bulrush (Typha latifolia) grows in nutrient rich lakes, marshes and
ditches with its big brown “cigars”. The green unripe cone can be
boiled and eaten like a corn on the cob. The lowest part of the stalk
can be eaten raw. The marrow in the root is edible both raw and
cooked. If you peel the shoots on the root you get a tasty mouthful. The leaves can be plaited to make baskets, sleep mats and roof
cladding. The down in the ripe “cigars” was used for the filling in
pillows and mattresses as well as for insulation in clothes and shoes.
Bulrush
The white water lily (Nymphaea alba) is the landscape flower of
Södermanland. There are air channels in the flower stalk and the leaf
stem, enabling the flowers and the leaves to float. The flower closes
at night, to reopen the next day. The roots are rich in carbohydrates
and a delicatessen for elks (Alcus alcus) and beavers (Castor fiber).
According to folklore, if you stand by the shore on a summer’s evening you may hear the Näcken, sitting under the white lily leaf and
playing his fiddle.
White water lily
147
Characters
The meadowsweet (Filipendula ulmaria) (meaning mead ) grows in
ditches or on wet meadows. The white flowers are strongly scented and were used by bee farmers, who placed crushed flowers at
the beehive’s entrance to beckon swarming bees. Meadowsweet was
used in beer production, hence the name mead wort. In the plant is
the substance salicylic acid, which is also found in headache tablets.
Meadowsweet is rich in vitamin C and meadowsweet tea can relieve
headaches.
Characters
Sundew
The sundew (Drosera rotundifolia) is an insectivorous plant that
grows amongst the peat moss on bogs and marshes. The leaves are
covered with long, sensitive, glandular hairs that omit a sticky slime.
These glitter like a dew and lure insects to visit the plant. The insect
gets stuck on the leaves and is enclosed by the glandular hairs that emit
a fluid that dissolves the soft parts of the insect. In this way the sundew
obtains the nutrients that it can’t get from the nutrient poor bog. The
flowers are white and sit on a thin flower stalk that grows from the
middle of the leaf rosette.
Cloudberry
The white cloudberry (Rubus chamaemorus) flowers in May – June given anticipation of gold gleaming berries in the autumn. Cloudberries
are hermaphroditic with male and female flowers on separate plants.
A successful cloudberry year results in stores filled with berries rich in
vitamin C. They also contain benzoic acid (50mg/100g) and therefore
do not require extra preservatives. It is said that if there is a lot of
snowfall on Good Friday it will be a good cloudberry year. In Norway
you say that the number of stars you can see on Christmas Eve matches
the number of cloudberries you will harvest in the coming summer.
Perch
The perch (Perca fluviatilis) thrives in both sweet and brackish water.
It can live for up to 20 years and by counting the year rings on the scales, you can determine the age of the fish. It is easily recognisable by its
stripes. The legend has it that the perch got his stripes as a punishment
for not fetching the keys to heaven’s door when St. Peter dropped them
in the lake. As a punishment the other fish were ordered to beat the
perch. It is the marks from these beatings that we can see today. Apart
from eating perch, it was used in former times for predicting weather
with its fins and innards.
Pike
The pike (Isox sciurus) is a predator and it’s often hunts using stealth.
When the prey comes, it quickly swims up and attacks in the middle of
the body, turns its catch and swallows it headfirst. The pike’s teeth are
very sharp, so you shouldn’t put your fingers in its mouth. In spring,
when the pike is sunbathing in shallow water, it can be caught with a
snare. For this you need a short rod with a copper thread as a snare.
Slowly lower the snare and bring it over the pike’s head. When it is
next to the gills you pull and dinner is sorted!
148
Pond skaters
The mallard (Anas platyrhynchus) can be found throughout Sweden. It is
a good swimmer thanks to the webbing between its toes. With its flat beak
it stirs the bottom to find insects and water plants. The only thing that can
be seen is the backside standing straight up in the water. The male (drake) is handsome in his colourful plumage when he courts the female. The
green head, white neck ring, grey back and the dark reddish brown breast
distinguishes him from all other water fowl. During winter the mallard
can stay in Sweden if it has access to open water. Otherwise, it’s mid or
Western Europe that beckons.
Mallard duck
The black throated diver (Gavia arctica) thrives in clear, fish rich lakes.
It is a timid bird that can be found in deep waters and dives beneath the
surface if it is frightened. The black throated diver is a strong swimmer
due to its strong legs that are far back on the body. On land it has trouble
walking due to the position of it’s legs. The black throated diver has a characteristic lonely call. The nest is placed close to the water. Too often boats
at high speed create such big waves that the nest is washed away. But the
silent canoe can also be a danger. The bird becomes frightened, leaves the
nest and the eggs cool. The black throated diver is considered a weather
bird. It is said to call more before the onset of rain.
Black throated diver
At dusk you can see how the caddis fly (Trichoptera) adults swarm over
the water. The larvae live in the water and build larvae cases. These cases
look different for each species and are built to form tubes of sand, parts
of plants or shells. The larvae are also called house worms and are mainly
herbivorous. There are also caddis fly larvae that make nets under the water. These nets are changed in special ways when there is pollution in the
water. The caddies fly larvae are a favourite for amongst others the white
throated dipper. Are you going fishing? Put a caddis fly larvae on the hook!
Caddis fly
149
Characters
Pond skaters (Gerridae)(or water striders) can be found on the water’s
surface. The art of walking on water is possible due to its hairy legs, that
are polished with an oil that is secreted from a gland by the mouth. If the
hairs get into disarray it will drown. With the help of sensitive cells on the
legs it feels the vibration when a prey item falls onto the water surface and
hurries over to suck out the insect’s soft parts. When winter arrives, the
males die. The females overwinter under stones on land or in damp mossy
ground.
Characters
Mute swan
Mute swans (Cygnus olor) are Sweden’s heaviest bird and can weigh
up to 20 kg. As their name (in Swedish) suggests (Knölsvan) they
have a black tubercle at the base of the red beak that develops once
they are two years old. Mute swans mate for life. Their food consists
of underwater plants that they can reach with their long necks. A
whining sound can be heard when they are flying. The Swan is the
landscape animal for Östergötland.
Osprey
A moaning sound “klyi” breaks the silence. The osprey (Pandion haliaetus) circles over the lake with a white head and belly and a brown
black back and with long angled wings. When it sees the fish, it dives
at an angle down towards the water with wings spread. The prey is
caught by stretching forwards it’s open claws and cutting into the
water. The nest is built in an old freestanding tree and made of twigs.
The male and female are similar but the female is generally larger.
The osprey is the landscape bird for Södermanland.
Common sandpiper
Sweden’s most abundant wader is the common Sandpiper (Actitis
hypoleucos) that can often be seen on stony beaches and shores. It is
roughly 20 cm tall and is constantly bobbing its tail when it’s running
on the beach. It flies close to the water’s surface with rapid wingbeats
and glides with curved wings. The summer plumage is dark grey/
brown on the top, white on the belly with a grey brown belt over the
chest and a white wing band that shine in flight. It generally migrates
to Africa during the winter.
Beaver
The beaver (Castor fiber) is a shy night active water animal that can
weigh up to 22 kg. It lives along the water systems where it builds
dams and constructs it’s lodge. The lodge has a basement floor where
the food is kept and where the entrance tunnel arrives. The dam must
be looked after since if the water drops too low the entrance will be
clear for other animals to enter. If the water is too high the young,
that stay on the top floor, will drown. The teeth of the beaver are like
wide chisels and are used to bring down trees for building material
and food. In case of danger the animal beats its flat tail in the water
to warn other beavers.
150
Wide coasts
– About the coastline as a landscape
and a friluftsliv environment
BY RONNIE STÅHLE AND KLAS SANDELL
Our coasts
2500 km coastline!
Our long coastline has many different appearances. From Bohuslän and North Halland’s archipelago via Halland and Skåne’s
sandy beaches, Blekinge archipelago, the
Kalmar coastal cliffs, Öland and Gotland.
Then we have the long archipelago that
starts at the northern limit of Öland, passes
through Östergötland, Stockholm and continues up to Söderhamn. The Northern part
of the archipelago, the High Coast, between
Hudiksvall and Örnsköldsvik, is known for
it’s deep bays and high cliffs. The archipelago continues after this via Kvarken all the
way to Haparanda.
About half of Sweden’s population lives
within 30 km of the coast. In total we have
a 2500 km (250 Swedish miles) long coastline in Sweden, if you don’t measure around
islands or into bays.
Archipelago life
Large parts of our coastline are dominated
by archipelagos that offer people a piece of
land, even a long way out into the sea. In
the outer coasts of Bohuslän (on the West
Coast) the sea seldom freezes in winters.
Traditionally, it was common to follow the
seasons and spend time in the archipelago
fishing, combined with farming and keeping
animals. People also hunted, especially for
seal but also for seabirds.
Many archipelagos today are sparsely populated with a falling number of permanent
residents. It has become harder and harder
to live on a combination of fishing, farming
and hunting. The cost of running boats and
equipment has increased. Through wealthy
summer visitors house prices risk becoming
too high for the permanent inhabitants. The
large number of people in the summer time
means that sewage plants and drinking water supplies have to cope with large fluctuations in demand. A “living archipelago” is
important for nature, the environment and
friluftsliv and must be based on people being
able to live and make a living in the archipelago all year round. Although it’s important to safeguard the traditional industries
of fishing and farming, distance working and
high-speed internet can make it possible to
work on other things in the archipelago
Tourism can also be an important source
151
Crayfish and crabs
(About multiplying on the
bottom of the sea)
In the sea there are, amongst other
things, crayfish and crabs. They
don’t want any intruders in their
area, therefore they try to catch
each other.
Split the group into two teams.
One team are crayfish, the other
are crabs. The crayfish have their
nest at one end of the “seabed” (an
open place) and the crabs at the
other end. During the game all participants say, krrr, krrr, krrr, as they
walk towards each other. The leader
shouts “crayfish”! The crayfish then
try and “tag“ the crabs before they
have time to return to their nest.
Those who are tagged also become
crayfish. If the leader shouts “crab”
the crabs hunt the crayfish who, if
they are tagged, then join the crab
team. It’s important to remember
that you have changed next time
the leader shouts.
Reflection: this game, that keeps
everybody active at the same time,
is suitable where there is an open
area. There are no winners or
losers as the teams continuously
change for each round. Here you
practise speed, attention and reactions. Through making the sound
krrr (or other difficult sounds) you
can also get phonetics training in an
enjoyable way. As an introduction to
the game, you can discuss the sea,
which animals and fish live there,
what they eat and other exciting
things. Using your imagination, you
quickly find yourself on the seabed
where crabs and crayfish live.
of income but its impact on the local population and wildlife needs to be considered.
Along the coastline, as elsewhere, it is good
to follow new ideas of “eco-tourism” and
use its strategies of nature awareness and
local involvement. These strategies consider
what the tourists do, where and how they do
it and who earns the money from it.
Sensitive nature
Many environmental and natural resource problems coincide in the coastal areas.
They may be an oil slick or pollutants that
run off from the land or are given off from,
for example, boat antifouling. Certain pollutants are then caught up in nutrient chains
and can affect plants, animals and humans.
The old two stroke engines are being replaced by more environmentally friendly four
stroke and electrical engines. Attempts are
being made to replace the environmentally
damaging antifouling with bottom washing
and rinsing plates. Nowadays, boats must
not empty their toilets directly into the sea
and must empty holding tanks at special facilities.
The Baltic sea (Östersjön) is especially
sensitive to pollution since the exchange
of water with the world’s seas is so small
and there is little mixing of the surface and
bottom waters. This, together with the fact
that there are large concentrations of people
around the Baltic Sea (Östersjön) and that
many countries are involved, make the pollution problem difficult to address without
international co-operation.
Coastal nature types
Salinity, light and fertilisation
Because typical sea plants and animals need
high salinity, fewer species are found on the
East coast compared to the West coast. The
Baltic is an inland sea with a large addition of
fresh water via rivers and direct precipitation.
From the Kattegatt every now and then salt
water enters. As this salt water has a higher
density than the fresh water it runs along the
bottom of the Baltic and eventually mixes
with the freshwater from the surface.
There are very few saltwater species left in
the bay of Bothnia. There are also relatively
few freshwater species that have managed to
survive in the somewhat saltier water further
south. Therefore, animal and plant life along
the Baltic coast is relatively small compared
to the west coast of Sweden. The following
description of the nature types above and
below the sea’s surface mainly applies to the
west coast as it is Sweden’s typical sea coast.
Green algae, brown algae
and red algae
A prerequisite for plants to be able to exist in
the sea is that they can take energy from the
sunlight that reaches down to them. The white sunlight’s constituents of red, blue, yellow
and green light are stopped in different ways
by the water. Red is the most easily stopped,
blue goes a bit deeper and green can go the
deepest. In very cloudy water all light is stopped sooner, hindering plant life even in relatively shallow waters.
Green algae (to a depth of approximately
2 m) look green in the sunlight at the surface, which is because they absorb red and blue
152
Beach treasures
(About beautiful beach
treasures and a mussel shell
spoon)
light whilst reflecting green light. The green
algae don’t grow very deep beneath the surface as there is no red light further down.
These algae are often small.
Brown algae (to a depth of approximately 15 m) contain many different coloured
substances that together give them a brown
colour. They can take up the green light better than the green algae. The brown algae
are the largest we have in our waters, for
example bladderwrack (Fucus vesiculosus)
and toothed wrack (Fucus serratus).
Red algae (to a depth of approximately
25 m) look brown to red in sunlight, which
is due to the red light reflecting whilst the
other colours are absorbed. These plants
grow the deepest as they are the best at taking up the green light that penetrates to a
greatest depth in the water.
Apart from the accessibility of light it is
the access to “fertilising” substances that limit the growth of plants in the sea. Certain
substances that we consider to be “pollutants” from agriculture, industry, car exhausts, toilets and washing waste water are
at the same time necessary for the life of the
plants. The levels of these substances have
increased greatly due to different emissions.
Filamentous green algae increase the most
because of this. Often, these grow on the
surface of the brown algae such as bladderwrack and thereby shade them. After these
algae die, oxygen is needed to break them
down. The same amount of oxygen that these algae produced when they were alive is
needed to break them down, so there is often
a lack of oxygen at the sea bed.
Apart from the anchored and visible water
plants – that we often call “seaweed” –the
majority of the plants in the sea occur as free
floating microscopic phytoplankton.
Cliff beaches
Cliff beaches are areas with more or less naked stone cliffs or a proper cliff coast. You
often find a large number of lichens there.
Around the cliff tops, where lots of bird
droppings lie, there grows maritime sunburst (Xanthoria parietina) and strap lichen
(Ramalina polymorpha). Below that you
often find rim lichen (Lecanora atra) and
under that there is often, like a thin crust,
153
Root or fibres
At the beach you often find
weathered stones, old pieces
of wood shaped by the waves
and other exciting finds. Bring
them home, to the classroom or
the bookshelf, to enjoy nature’s
artwork.
Using a mussel shell, you can
make a spoon and a sea shell
can become a buckle for your
scarf. Different finds (not only the
beautiful ones) can be linked to
how humans affect nature. Create
an exhibition of what you have
found. This can raise thoughts of
how the environment is affected
by everything we throw away.
Reflection: when you go through
the finds think also about where
the rubbish has come from. How
quickly is it broken down? How
does it affect the sea and the wildlife? How can we change things
and create a better environment?
Thread the scarf
through the natural
opening of the shell ….
….and out through a hole in the shell.
To find food
(About predators that find
mussels)
Is it a still day by a sandy or a
muddy beach? Open a mussel
with a knife and place it in the
water at some decimetres
depth. After a little while the
predators on the sea bed and
also the animals that eat dead
matter will appear, looking for
food. How do you think they find
the mussel? Through their sense
of smell!
Reflection: this is a way to show
what happens in nature. For some
it may seem harsh, then you
need to explain what happens in
nature. It can be a good chance
to, amongst other things, talk
about the nutrient chain and food
webs, see chapter 4, Page 79,
“Ecology, human ecology and
sustainable development.”
a belt of orange lichen (Caloplaca marina),
as it needs to be intermittently washed over
with sea water.
Rock pools are puddles on the cliff above
the sea’s surface. Rock pools that lie high up
mostly contain fresh rainwater, but close to
the shoreline they often contain salty water
from the waves. The smaller the rock pool,
the more demanding the environment for the
plants and animals living in it.
The salinity of rocky pools varies greatly
and there is a risk of them drying out. Especially in the Baltic, big rock pools create
a lake-like environment, where you can find
freshwater plants such as bulrush (Typha
latifolia) and mares tail (Hippus vulgaris).
As the rock pools receive the nutrients from
the bird droppings, algae can flourish and in
turn feed a large number of Crustaceans and
in some cases small fish. But there can also
be a lack of oxygen due to the decay of dead
algae.
Closest above the waterline along the west
coast and some way up the east coast you
find a black tar like belt. In shady areas this
consists of fungus (Hydropunctaria maura). It cannot cope with drying out. On
the sunny side the belt however consists of
blue green algae. If you are unsure if it is
the fungus or blue green algae, you can step
on the wet part of the black belt. The blue
green algae is as slippery as soap.
It is common that the cliffs have a band of
rock that is bare, by the waterline. Mostly
this is caused by the rubbing action of ice
during winter. Up and along the waterline
you find the balanid barnacles (Balanidae)
attached to the cliff. They have a great ability to resist the waves.
In places washed by the waves, such
Here is a beach profile of a cliff beach
with seawater to the left and a section
of a rock pool just right of centre.
154
as cliffs and freestanding rocks, there is a
constant mixing of the water, so nutrients are added all the time. This creates a
rich plant and animal life. Certain species
however cannot attach themselves in one
place due to the strong waves. The blue
mussel (Mytilus edulis), the Belanidae, the
coiled polychaete (Spirorbis spirorbis) and
the moss animals (Bryozoa) can withstand
waves as they are firmly attached to the surface (that may be stone or other plants or
animals).
If you look at these animals you realise
that it can be a problem to be attached to
the surface. Animals that live close to the
water, for example the blue mussel and the
balanid mussel, have to cope with the dryness when water levels are low as well as not
being eaten. Solving this problem has resulted in them having dense, hard shells, that
they can crawl into. In shady places you can
find animals and plants that normally live at
greater depth, for example certain red algae.
Bladderwrack
Coiled
polychaete
Barnacle
Blue mussel
Soft seabed
When the mixing of the water, due to waves
and currents, isn’t so strong then particles
drop to the bottom and create a sediment.
Large parts of this sediment are edible and
support a rich animal life. Such sea beds are
called clay beds. Another type of soft seabed
is a sand bed, where the stirring of the water has led to the clay particles being washed
away.
Pelican’s foot
Soft shell clam
Lug worm
155
A beach picture
(about creating a piece of
artwork using beach treasures)
By the seashore you can
often find small pieces of wood
rounded by the water. At the
same time gather sea shells,
stones and other small beach
finds. Glue these onto the piece
of wood. Place a hanger on the
back (a small bent paperclip is
normally good). The result is a
memory from your day at the
beach.
Reflection: By using what you
find in nature you train both the
eye and the hand. Since shapes
and colours already exist in the
objects you cannot fail. This can
also be a way to record your
experiences. When you look at
the picture you will remember the
day. The picture is also a good
aid for language training when
objects are described with a new
vocabulary. By describing what
you’ve found, where and how you
found these objects and why you
chose them, brings the time at the
beach back to life. Put a title on
your picture. Write a story about
the finds.
A diversity of stones
(about using language to
explain the colours, shapes
and positions of stones)
Gather the group by a beach
where there are weathered
stones. In small groups ask
each person to find five stones.
When the groups come back
together, use the stones in
different steps.
1. Compare the stones and place
them in order according to
their colour
2. Place them in order according
to their size.
3. Weigh each stone in your hand
and place them in a row
according to their weight.
4. Pair stones together, so that
each pair has a similar weight..
5. Use the stones for a piece of
artwork.
For each exercise you explain
the terminology. Colour, larger
than – smaller than, weight –
lighter etc.
Reflection: using the stones
you can explore expressions and
language. Let the group describe
the stones for each other and the
thoughts behind the artwork. The
participants walk freely looking
for their stones which attract their
attention to what can be found in
nature. To remember this exercise
let the participants choose a stone to take home. In the classroom
you can have more material to
continue working with.
Shallow, calm bays with mostly clay sea beds
are ideal spawning grounds for many fish
species due to the good supply of nutrients.
This should be borne in mind when there is
a discussion about more land reclamation
by filling in the bays or creating marinas for
small boats. In the harbour there is nearly
always an oil spill and also often the boats
are painted with antifouling that affects
plant and animal life.
The plants and animals of
the beach
Harsh conditions for plants
On the West coast there are large differences
between the plants normally found on land
and those found closest to the sea. The land
rise in Sweden has resulted in many muddy
bays becoming overgrown, first by the most
salt tolerant species. These areas have nearly
always been used by farmers. Where it hasn’t
been possible to cultivate crops then cattle
have been allowed to graze there.
Along the coast, salt water splashes over
land. To manage in this salty environment
plants need to be able to “extract” the freshwater they need from the salt water or to
minimise their water losses as much as possible. This is similar to the problem faced by
desert plants. Therefore, typical sea plants
are similar to those from very dry areas.
cinalis) have a smaller surface area and as
a result less evaporation. The Chenopodiaceae have bladders for salt removal and can
tolerate a salty environment.
From the waterline towards land there
will be a change from the saline to fresh water environment, so-called zoning. Closest to
the sea, in the nutrient rich seaweed banks,
you can find part sea plants such as sea mayweed (Matricaria maritima) and wild celery
(Angelica archangelica), and partially “common land based plants” that thrive in the
nutrient rich environment, such as the common couch (Elymus repens) and mugwort
(Artemisia vulgaris). In muddy bays you
can find the common glasswort (Salicornia
europaea), sea side arrowgrass (Triglochin
maritima) and black grass (Juncus gerardii).
Furthest out on the sandy and gravelly
bays you can find plants that can cope with
a very nutrient poor environment. Examples of this are the sea sandwort (Honckenya
peploides), European marram grass (Ammophila arenaria) and lyme grass (Leymus
arenarius) but also sea kale (Crambe maritima) and prickly glasswort (Kali turgidum).
Other plants you can find by the sea side
are sea campion (Silene uniflora), sea aster
(Tripolium pannonicum) and common scurvygrass (Cochlearia officinalis). Take the
Different ways to solve this water problem
include, for example sea kale (Crambe maritima), having a waxy leaf covering which
leads to less evaporation. Small leaves as
found on the scurvy grass (Cochlearia offi-
156
chance to find out which plants are protected in your region!
The birdlife of the coast
Even if the shallow sea areas are rich in nutrients the birds still need to be adapted to
the habitat, in terms of their appearance or
behaviour, in order to obtain food. The long
neck of the swan allows it to feed on algae
while it swims on the surface. By diving, as
seen for example with the common eider
(Somateria mollissima), common goldeneye
(Bucephala clangula) and the velvet scoter
(Melanitta fusca), food can be obtained
from a much greater depth. The Eurasian
oystercatcher (Haematopus ostralegus), the
common redshank (Tringa totanus) and the
black tailed godwit (Limosa limosa) can
wade with their long legs. Using their long
beaks they can reach deep into the mud and
get access to their ”own” larder. Birds with
a short, strong beaks can manage to feed on
mussels.
move yourself to the plants and animals.
Dive! A mask and snorkel make it possible
to lie on the water’s surface looking down.
By using a wet-suit it can be enjoyable for
a long time.
The alternative is to bring up the plants
and animals with different types of scrapers
and sieves. A hoe or a common rake can be
used to break off seaweed tufts from the cliff.
When the seaweed tufts are floating in the
water they can easily be picked up. A good
sieve can be made by fastening for example a
mosquito net on a frame that you then place
on the bottom of an old plastic beer crate.
A home in the seaweed
(about what can be found in a
bunch of seaweed)
Carefully take a piece of
seaweed and shake it over a
bucket of water. Which animals
can you find that live in the
protection of the seaweed? Also
look at the surface of the seaweed where plants and animals
have attached themselves.
Reflection: many small creatures
fall out and your magnifying glass
will be useful. Even if you cannot
give them names you can look for
similarities and differences.
When you are on cliff beaches!
• Use a lifejacket, the water cools quickly.
• Possibly get spikes so as not to slip into
the water.
• Always have a lifeline handy. It isn’t easy
in wet clothes to get up a slippery cliff beach. Especially if the sea is rough.
To study the plants and animals of
the water
Warmth around the
head
The best way to study life in water is to
(about fish in embers)
A good way of preparing a newly
caught fish is to grill it over embers. Clean out the fish and put
it on a spit of fresh wood from
the head along the backbone.
A little bit of juniper inside the
stomach is tasty. Stand the fish
with its head down in a thick
bed of embers. When the head
is totally burnt the fish is ready
to eat (applies to small and
medium-sized fish).
Reflection: to prepare your fish in
this way awakes wonder and gives
a new sensation of taste.
157
Coastal trip
(about a themed hike along
the coast)
A different trip or excursion can
have the theme “coast”. Plan
a trip along the shoreline or
through the archipelago. If you’re
concentrating on the cultural
landscape then get in touch with
local people in the coastal area
and ask them to describe life in
former times and life today. Compare old fishing tools with those
of today. Ask to join a fishing trip.
If you are concentrating on the
natural landscape then let the
group focus on different areas
and then explain them to each
other. For example: under the
water, in the beach, on land or:
what flies, floats, swims, crawls,
grows etc. This activity works
well in all seasons – even in the
winter. To keep it safe, the journey
must consider the participant’s
abilities. The archipelago can be a
very harsh (but at the same time
fascinating) outdoor environment
when it’s cold in the water and
wind picks up.
Friluftsliv by the coast
A light green shadow reveals a rock, just
to the side of my kayak’s bow. The green
algae on the rock waves in the current
and some small fish swim off. I slow the
pace even more and glide on through the
shallow sound.
Soon, a new fjord opens up and I almost
get a sensation of vertigo when the sea
bed, once so clear, quickly disappears
down into the darkness. A quick glance
at the map and I paddle out through the
bumpy waves.
KLAS SANDELL
The return of the kayak
Friluftsliv by the coast and in the archipelago are really something special and alongside sailing, the kayak is an increasingly popular means of transport. To build a kayak
in natural material can be a good project for
a frilufts group during the winter.
The kayak does not have a long tradition
as a useful vessel in Sweden, as opposed to
Greenland or North America. It was introduced for recreation instead mainly by the
Scot, John McGregor, during the second
half of the 1800’s. He visited Sweden during
his long excursions with his rather clumsy
wooden canoe “Rob Roy”.
A more general spreading of the kayak oc-
Reflection: inspire the participants by splitting them into
“research teams”. Prepare the
groups so they have basic knowledge which makes their research
easier. This activity is an example
of how studying geography could
be brought to life.
158
curred in the 1920s and on up until the Second World War. They were often built at
home or in a factory with a wooden skeleton that was clad with canvas and then painted. Sven Thorell’s boat “Åland” is a typical example of these kayaks that were quite
stable, with a large cockpit and raised ends.
The kayaks were used even by the younger population of the archipelago, not least
during the Second World War, when there
was a shortage of fuel for boat engines. It
was quick and safe to use the kayak to go
to barn dances and the cinema but it was
also used for hunting sea birds and seal. After the war the kayaks were placed in barns
and boat houses. Many are still lying there
waiting for a new canvas and new journeys.
With the exception of a few enthusiasts
kayak paddling disappeared from the archipelagos. Racing paddling was still done
by canoe clubs and sometimes there was
also a “long distance” section, but even after a rise in the popularity of the Canadian
canoe, there still wasn’t much paddling on
the coasts.
From the end of the 1980’s a new wave of
kayaking arose in Sweden. This was inspired by sea paddlers from Great Britain and
North America. They derived their designs
from those of the traditional kayaks and
Baidarkas from Greenland and Alaska respectively, often with relatively narrow hulls
and small cockpits, suitable for “Eskimo”
rolls and large open waters. Their material
however is hardly “close to nature”, as in
the traditional skin on frame kayaks. Now
instead, they are mostly made of plastic,
fibreglass or carbon fibre. The return of the
kayak represents a piece of Swedish outdoor
history with inspirations derived from across
the northern half of the globe!
The Friluftsliv of the coast
In many ways it’s reasonable to compare outdoor life by the coast with that in the mountain regions. Both require a lot more knowledge, care and experience than friluftsliv in
the forest and on the small lake. Not least,
it is important to be aware of how fast the
conditions change due to seasons and depending on where you are. A calm mid-summers
day in the inner archipelago has nothing in
common with late autumn in the outer archipelago! Here the saying “paddle within
your ability” really applies.
This means that regardless of whether
you paddle, sail, dive, go on long distance
ice skates or in a motorboat you have to see
friluftsliv by the coast as the challenge it is.
At the same time there’s the possibility of a
“cool” and exciting friluftsliv to look forward to. For example, it’s not suitable to use
a Canadian canoe if you are going to travel
on open water, it requires a kayak.
Make use of different “experts” and educational opportunities, as a way to raise
the level of excitement in friluftsliv. For example, get in touch with organisations involved in canoeing, sailing and diving to find
out where you can get instruction and rent
equipment.
159
Knotting a love band
(about making a love knot)
Below you can see how you
make a love knot. According to
tradition it got its name when
lovesick sailors made this knot
– but without pulling together
the two halves – and sent them
home to their beloved. She
either chose to pull the knots
together (i.e. wanting to get married) or to let them be separate,
when she sent it back.
Learning to tie the right knots
was a crucial skill for sailors. A
wrongly tied knot could cause an
accident.
Knot tying was also a pass-time
on board sailing ships. It could for
example result in rugs, knotted
bottles or belts (see the tip “belt
to remove” on page 20). Many
knots have exciting stories that
makes them easier to remember.
Soup with caution?
Ten rules of the sea
(about making mussel soup)
1. Make sure the boat is seaworthy and
that the people are organised on board!
Mussel soup is also an interesting way to study animal life. But
don’t make mussel soup unless
you are absolutely sure that the
water they came from was clean.
As mussels sieve particles from
the water you can get an accumulation of toxins, for example of
bacteria from sewage or poison
from plankton in algal blooms.
What you need to make mussel
soup on your stove (for two
people): a dozen mussels, 2
tablespoons of chopped leeks, a
tablespoon of butter or margarine,
3.5 dL water, the juice from one
lemon, two potatoes chopped
into small cubes, 1 dL cream or
milk, salt, garlic, white pepper and
parsley. Brush the mussels clean
and rinse them. Knock lightly on
their shells. If any muscle that was
open hasn’t closed immediately
then throw them away.
Fry the leek in the butter and
then add water and the lemon
juice. Bring it to the boil. Add
the mussels and let them boil
vigorously under a lid. After a few
minutes when they have opened
take them out. Add the potatoes
and boil them until they are soft.
Remove the mussels from the
shells. Pour in the cream to the
soup and season with salt and
white pepper. Return the mussels
to the pan and garnish with parsley
before serving.
2. Always have the necessary safety equipment aboard. Each person should wear a
life jacket or buoyancy aid.
3. Don’t go onto larger water than the boat
is suitable for.
4. Always leave a float plan and carefully
study your route choice. If you change
your destination then be sure to inform
those at home.
5. It is your duty to know the rules that
apply on the water.
6. Don’t overload the boat and always
stay seated.
7. Always keep a good lookout. Be careful
with the speed.
8. Check the weather forecast. If it’s bad
then stay at home; if you are already at
sea, seek shelter or go into the nearest
harbour.
9.
If the boat capsizes but floats, then stay
with it! You are much safer there than if
you swim towards the shore
10. Do not leave litter, on land or on the
water. Take your rubbish home or leave
it in a dustbin.
Reflection: cooking food straight
from the sea is an experience that
not many people have had. It is
also not hard to get everyone to
eat food that they’ve cooked for
themselves.
160
C haracters
The bladder wrack (Fucus vesiculosus) is a flat fork-branched brown algae
with floating bladders arranged in pairs. It can be found on cliffs and rocks
along the coast. The Bladder wrack thrives on the west coast, but can also
manage to live in the Baltic. It acts as protection and provides a habitat for
many species. Lift a bladder wrack and put it in a bowl of water. In the
bladder wrack tufts you can, amongst other things find bristle worms (Polychaeta), cockles (Fam. Cardiidae), malacostracan Crustacea (amphipods),
red algae (Rhodophyta) , moss animals (Bryozoa), shells, blue mussels (Mytilus edulis), brown algae (Phaeophyceae), Asellidae (Crustacea: Isopoda)
and flatworms (Platyhelminthes: Turbellaria). Bladder wrack washed ashore was once used as a fertiliser and to improve the soil in fields.
Bladder wrack
In both freshwater and in the Baltic you often slip on the green algae (Cladophera glomerata) at the water’s edge. It looks similar to loose tufts and
creates slippery belts just along the shore line. When the algae detach and
rot they are often a problem for fishermen. Due to nutrient run-off from the
land green algae have increased, which in turn has had a negative effect on
life in the water.
Green algae
The common periwinkle (Littorina littorea) has a thick, brownish coloured
cone shaped shell about 2–3 cm high. It can vary in both size and looks
depending on where you find it. It likes shallow water, where it occurs on
stones, algae or mud bottoms. It is accustomed to life in the wave-breaking
zone. On a sandy seabed you can see it’s tracks, roughly 7 mm wide.
Common periwinkle
The blue mussel (Mytilus edulis) can grow to be about 10 cm long and 3–4
cm wide. The shell is blue black to brown black and the inside is a shiny
pearl blue to white. It can be found both in salt and brackish waters. The
blue mussel is one of the Baltic sea’s most common seabed animals and is
found in large areas on hard sea beds as far North as the sea around Åland.
It’s abundance can be explained by the absence of European green crabs
(Carcinus maenus) and starfish (Asteroidea), both predators of blue mussels, in the water due to its low salinity. The blue mussel feeds by filtering
plankton from the water and attaches itself to the surface with a so-called
byssus threads (a secretion of collagenous protein that hardens in water).
Humans and animals enjoy eating blue mussels – one of the delicacies of
the sea.
The blue mussel
161
Characters
Lugworm
The lugworm (Arenicola marina) can become roughly 25 cm long and it
is found on the West Coast of Sweden. It lives under the surface of the
sea bed in U-shaped burrow. It eats sand and extracts nutrients from
it, squirting the remains onto the bottom of the sea bed. The lugworm
creates characteristic small piles, similar to squirted out caviar from its
tube. These piles are easy to find at low-water. An indentation in the sand
shows where the mouth is and the excrement pile reveals the other end. It
can be quite deep down, but it’s well worth the trouble of searching for it
as it is an excellent bait for fishing.
Blackberries
By the coast in southern and mid-Sweden you can find a bush with long
spiky branches – blackberries (Rubus rubus). The berries look like raspberries but are black, blue black or red black. They ripen in late summer.
The berries can be used for among all the things juice, jam and different
deserts. In May – June the new leaves can be picked, dried and you can
enjoy blackberry tea in winter.
Scurvygrass
Scurvygrass (Cochlearia officinalis) was seen as a “gift from above” for
early seafarers in Northern waters. Scurvygrass can be found on the beaches of the arctic sea and saved many early polar travellers from scurvy
(lack of vitamin C). The dark green spleen shaped leaves are juicy and
you can find them all the year round, even under the snow on the beaches
of Southern Sweden. They are very rich in vitamin C. It is said that in the
1600’s people salted scurvygrass for use during winter. The leaves can be
used for spicing potatoes, salads, scrambled eggs and to add flavour to a
sandwich.
Tansy
The tansy (Tanacetum vulgare) is a tall plant with dark green flaky leaves
and yellow button like flowers that you often find next to the road or in
other dry places. The tansy can be dried in bouquets to spread a nice scent
in the house. But it also drove away witches and demons. In traditional
medicine it was once used against disrupted digestion, hysteria and gout.
Boiled with milk it was placed as a poultice on swellings. When the beer
didn’t have enough flavour, tansy was added to make it both strong and
bitter. Tansy has also been used for colouring wool yarn yellow. Finely
chopped new tansy leaves added to the batter gives a special taste to
pancakes.
162
Sea kale
When the common eider (Somateria mollissima) returns to our coasts it
is spring! The eider is a relatively large bird that is easily recognised by
the high, long beak that directly joins the low forehead. The female (hen)
is speckled brown. The male (drake) has black sides and stomach but is
white on its back. The head and the neck are white with a black crest and
a green base to the neck. It generally breeds along our coasts. The eider
eats amongst other things shellfish and blue mussels. In the down insulated nest you can find 3–6 eggs. The eider has always been an important
bird for the people of the coasts, as it was valued for its meat, eggs and
down.
Common Eider
The European herring gull (Larus argentatus) is a large gull with a clear
yellow beak, with a characteristic red “gull spot” or dot, on the lower
half. As an adult it is white with a blue grey back and wing feathers with
black tips and white flecks. This is Sweden’s most common gull. As well
as by the coast they can also be seen in urban areas, often around rubbish
tips. It’s a generalist and seeks its food along the shores, after the trawlers
and where there is a chance of fish scraps. It generally lives in colonies
together with partners. The nest is on the ground and they typically lay
three eggs.
European herring gull
The black headed gull (Chroicocepehalus ridibundus) is white with a chocolate brown head and white eye rings – it is easily distinguished from
all other gulls during the summer. In winter the whole bird is white with
a black dot behind the eye. It breeds in nutrient rich inland lakes and
coastal bays where is creates large colonies on protected islands, often in
reeds. It is not frightened easily and adjusts well to new environments.
The black headed gull eats what it can find, among other things small
animals of all kinds, left over grain, worms in a newly ploughed field,
rubbish in cities and floating waste after the boats.
Black headed gull
163
Characters
On the beaches of the west coast of Sweden, large meaty blue-grey leaves with wavy edges and strong stalks can be found. These are sea kale
(Crambe maritima). It flowers in the middle of the summer with large,
white flower brooms. The leaves can be eaten raw with salad dressing.
You can also cut them into small pieces, boil them soft and eat them with
butter. Naturally you can also use the leaves like a normal cabbage. The
sea kale is rather rare (they are protected in the regions of Blekinge and
Gotland).
Characters
Atlantic herring
In the Baltic the Atlantic herring (Clupea harengus) that’s caught north
of Kalmar is called strömming. It is a shiny silver thin fish with a dark
grey or green back. It feeds on plankton. During the day the shoals are
be found in deeper waters. During the night the fish rises to the upper
water levels. The Atlantic herring is one of Sweden’s most cherished
fish and can be prepared in many different ways. Try “chimney sweep”:
the herring is salted and then placed directly on the embers for some
minutes. Ready to eat!
Moon jelly fish
Along our coast all the way North to the Bay of Gävle, you can find
the moon jellyfish (Aurelia aurita) that can be up to 40 cm in diameter.
The violet “ear-shaped” patterns are its sexual organs. Along the edges
it has a short, dense fringe of tentacles. On this you find lots of stinging
cells with which it numbs small animals that make up its food. The
moon jellyfish is harmless to humans.
Lions mane jellyfish
On the west coast in the summer, you find the reddish coloured lions
mane jellyfish (Cyanea capillata). It can be up to half a metre in diameter and has long veils of tentacles filled with stinging cells. You ought
to look out for the lions mane jellyfish when you are swimming as the
jellyfish stinging cells can burrow in to human skin and even loose pieces of tentacle can sting.
White tailed eagle
Sweden’s largest bird of prey is the white tailed eagle (Haliaeetus albicilla). The female is larger than the male and can measure up to 2.5 m
between the tips of the wings. The wings are wide with splayed feathers
at the tips. The tail is short and wedge shaped. The upper part of the
legs are clad in feathers. Old eagles have a totally white tail, pale head
with a strong yellow beak and lighter grey brown feathers than the
younger birds. The eagle is a bad hunter and generally finds its prey
among animals that are injured or dead. The young birds can be seen
during winter in Skåne or on the West Coast.
164
High Mountains
– About the high mountains as a landscape
and a friluftsliv environment
BY ANDERS NILSSON OCH KLAS SANDELL
The high mountain
landscape
A morning between the fells.
It is very warm and sticky in the sleeping bag
when I wake up. The yellow inner tent makes my blue down sleeping bag look green.
Outside the tent it seems totally calm. As
soon as I wake up I unzip the door and see
a glistening alp reflected in the crystal-clear
lake.
Yesterday the view was a totally different
one. A cold rain was driving horizontally
and the raindrops felt like needles in my
face as we crossed the low ridge behind us.
We had to use skill and experience to pitch
the tent in the wind without the guy ropes
becoming tangled. But it was certainly a
nice feeling when, soon after, we were able
to stretch out our legs in the sleeping bags
inside the tent, leaning into the tent porch to
eat our meal of hot macaroni and smoked
lamb. After a desert of dried fruit washed
down with tea we fell asleep quickly, as the
rain whipped against the roof of the tent.
But now it’s still and if I don’t get a swim
in the lake soon I will float away like a blob
of butter in a frying pan. Our friends in the
neighbouring tent have also woken up and
it would be a shame if I wasn’t to beat them
to the lake. A new day in the mountains has
started.
The most beautiful thing in the mountains
is not the stone, the rigid shield around
the heart of the Earth.
The most beautiful thing in the mountains
is not the greenery that, shimmers like velvet along the side of the valley. The most
beautiful thing in the mountains
is not the light, that moves like a caress
over the ground.
The most beautiful thing in the mountains
is not the shadow of the cloud, lighter than
the wing of a bird.
The most beautiful thing in the mountains
is an affection,
So unspeakable that it can only be felt.
ERIK BLOMBERG
(loosely translated)
Old mountain range
The Scandinavian mountain range is, compared to for example the Alps, an old
165
Mountain food
(about edible plants in the
mountains)
To vary the menu during your
mountain hike you can make
the salad of the day. Ladies
mantle, fresh birch leaves (think
of the risk of allergy), sorrel and
mountain sorrel are chopped
and mixed. With a little vinegar
and some spices the meal will
be extra memorable. The newly
emerged soft parts of Norwegian angelica can be eaten raw.
The shoots of alpine bistort
(Bistorta vivipara) and the leaves
of arctic root
(Rhodiola rosea) can also be
eaten in salads. Marmalade
made from both sorrels can be
made by boiling chopped leaves
together with water and sugar.
It is ready when it looks like a
green porridge. Sorrel marmalade is good to eat both on bread
and on porridge. Why not try it
rolled in a pancake! Those who
aren’t able to tolerate oxalic acid
should avoid sorrel. Drinking
milk neutralises the oxalic acid.
mountain range. It was created circa 400
million years ago. Ever since then it has been
exposed to degenerative and reshaping
forces. Glaciers, water, frost and wind have
acted as nature’s own planing tools. These
forces are still in action. Areas such as the
Sarek National Park have resisted erosion
better as they are covered with stronger rock
(amphibolites). In these areas high mountains with sharp ridges and clearly distinguishable tops can be found.
A large part of the mountain region is
however made up of soft shale. Here the bedrock has been ground down to leave today
a flat heath landscape. An example of this is
Padjelanta.
The dominating winds in the mountains come from the west. The Atlantic and
the Gulf stream therefore gave the western
parts of the mountain range a milder and
more humid climate. The tree line is higher up and spring comes earlier here. East
of some mountain regions you can find a
rain shadow (the clouds from the sea in the
west drop their rain before passing over the
mountain). In Abisko for example, the annual precipitation is as little as 300 mm. By the
station Riksgränsen, only a few Swedish miles west of Abisko, the yearly precipitation
is over 1100 mm. On the eastern side of the
mountain range in the valleys you find cold
holes. A good example of this is Vouggatjålme. It is one of Sweden’s coldest places with
temperatures as low as -55°C.
When the last of the inland ice retreated,
animals and plants followed in its tracks.
Through fossil records it has been shown
that many species came from the south.
Others have come from the Kola peninsula.
Some researchers believe that animals may
have overwintered during the ice age along
the Norwegian coast. In Bohuslän and the
highlands of Småland you find mountain
plants that have stayed as they moved north.
Golden root or Arctic root (Rhodiola rosea)
can be found both in the mountains and in
bushland, which highlights the similarities
of the environments.
From Mountain Birch to
high mountains
Height dependency
Those who walk in the mountains will soon
discover that plant and animal life varies
greatly depending on altitude. The mountain areas are normally split into downy
birch forest (Betula pubescens var. tortuosa), low, medium and high mountain landscapes. However, these growth zones seem to
be changing due to ongoing climate change.
Downy birch forest
In the northern part of the mountain ranges the downy birch forest stretches up to a
height of 500 to 700 m above sea level. In
the southern parts it grows 800 to 1000 m
above sea level. On eastern facing slopes the
birch forest extends 100 m lower then on
the western side.
The upper limit is also the limit for continuous forest and lies where the temperature
in July doesn’t rise above 10°C. Although
you can find downy birch above this limit,
they are scarce and don’t grow to be tall.
The area is totally dominated by downy
birch, that is supposed to be a sub-species of
166
the glass birch. It’s Latin name, Betula pubescens var. tortuosa, describes its twisted
way of growing (tortuosa = twisted). What
grows beneath the trees is variable and depends on access to nutrients and humidity.
Nutrient poor soil can be found on hard
shale rich in quartz, whilst nutrient rich soil
is found in calcium rich areas.
On dry ground you mostly find reindeer
lichen (Cladonia) which is the main source
of food for the reindeer. On moist ground
the shrubs bilberry, crowberry (Empetrum
nigrum) and dwarf cornell (Cornus suecica) can be found. Where it’s very wet under
your feet you find peat moss (Sphagnum),
dwarf birch (Betula nana) and different
willow (Salix) species and cloudberry (Rubus chamaemorus) -the northern gold. If
the ground is both damp and rich in nutrients then the edible Lactuca alpina thrives
as well as the poisonous Northern Wolf’s
bane (Aconitum lycoctonum ssp. septemtrionale). In the western parts you can even
find ostrich fern (Matteuccia struthiopteris)
and other large firms. Animals and birds
sometimes build their nests in one part of
the mountain and hunt in another. It is therefore not so easy to talk about character
species amongst the birds in the same way
as for flowers.
One bird that you may find in this region
is the willow ptarmigan (Lagopus lagopus)
that in some years has multiple broods. Here
you also find redwing (Turdus iliacus), brambling (Fringilla montifringilla), common
redpoll (Acanthis flammea) and the master
singer of the mountains, the bluethroat (Luscinia svecica). It can sit among the bushes,
along the river or at the edge of a bog where
it copies the song of other birds. The merlin
(Falco columbarius) is our smallest falcon.
It feeds on small birds and breeds mainly in
trees in the mountain birch forest, where is
happily uses old crows nests.
The elk (Alces alces) sometimes comes
all the way up to the bare mountain. Here
they are often larger than their relatives in
the south, which makes it easier for them
to retain heat in the colder climate. The red
fox (Vulpes vulpes) is more commonly found
on the bare mountain. It is often associated
with human activity and is in the process of
out competing the arctic fox (Vulpes lagopus).
The low mountain landscape
The low mountain landscape can be found
700 to 1100 m above sea level in the northern part of the mountain range and about
1000 to 1400 m above sea level in the
southern part. The greatest difference in vegetation between the downy birch forest and
the low mountain region is that in the latter
there aren’t many trees. Other species are
often the same. Nutrient availability and humidity are also important factors here. Above the tree line the wind is a key factor and
determines how the snow settles. You often
167
Shovel up
(about shovelling together
a snow pile that is then hollowed out)
The forest Indians in Alaska and
northern Canada sometimes use
a snow shelter for sleeping in
that they called a “Quinchee”.
They are made in the following
manner: shovel together a large
pile of snow. Then let it freeze
for a couple of hours. Push in 30
cm long sticks over the whole
surface of the snow pile. Hollow
out the inside until you see the
sticks, then you know the roof
and walls are about 30 cm
thick. For safety reasons: make
a ventilation hole, don’t cook
your food inside the shelter and
make sure you have the spade
with you when you are inside.
If you want to spend the night
in a shovel up it could be good
to know that as a test, with two
people sleeping in a
“Quinchee” (with no external heating source) and -20 °C outside it
was only -6 to -7 °C inside.
Reflection: Snow is appreciated
by children of all ages. Here you
get to be active, train your body
by digging and enjoying being in a
snow hole, even if it’s bad weather
outside. An “outdoor room” with
the safety during winter.
And what do we find
there?
Exposed side
(about different types of
plant records)
To discover the diversity of nature, similarities and differences
you can record a nature area in
different ways.
1. Make simple map sketches of
the pre-determined area (or
copy the maps in advance).
In pairs, agree a special plant
that you want to look for in a
given area. You mark your finds
on the map and practise both
knowledge of the species and
reading a map.
2. Mark a square on the ground,
for example a square metre.
Try, with the help of a book, to
identify all the different species
that you find within this area.
Possibly place one of each on
a piece of paper using tape.
Compare the squares with
other places that other groups
have recorded.
3. Place an imaginary line (or a
real transect by using a string)
from, for example the top of a
hill down to the beach of a lake
or across a steep river valley.
At even distances along the
line explore the flora and compare the size and appearance
of the plants.
Reflection: all these methods
are suitable as a starting point for
thinking about why the plants look
and spread as they do. Later the
finds can become pieces of art at
home on the wall.
Protected side
Bilberry
Snow field
Wavy ha
Dwarf w
Nu
poor trient Nutrien
t
rich
Pincushio Mountain
n plant
aven
Moss cam
ir grass Alpine meadow
pion
grass
illow Polar willow
talk about a windy spot, a lee side and snow
patches where snow lies for a long time.
Plants that occur in the windy spot are able
to survive the freeze drying of the winter and
the thawing and re-freezing of the spring, as
well as the washing away of the soil. The lee
side has a snow covering during winter but a
relatively long vegetation period. The snow
patches can be snow-covered right into July
– August. In the most extreme places only
certain mosses can survive.
Many lowland plants can also be found on
the bare mountain. Often, they are smaller
and have a low way of growing. Sometimes
the adaption to the harder climate has gone
so far that the plant doesn’t even bother to
make seeds, but has growth nodules that
grow directly on the mother plant. Instead
of seeds it spreads and multiplies vegetatively. The alpine meadow grass (Poa alpina)
is an example of a species with such adaptive reproduction. Other adaptions are for
example the pincushion plant’s (Diapensia
lapponica) tufts that resist drying out due
to the strong winds. (Compare with when
we are out in the wind, we often creep close together). The hairiness of the Hieracium
alpina and the thin inward facing needle-like
leaves of the crowberry stop evaporation.
The middle mountain landscape
The middle mountain landscape lies between
1400 -1500 m above the sea level in the
southern part and 1100 - 1300 m above sea
level in the northern part of the mountain
range. The transition from low mountain
landscape to middle mountain brings with it
a harsher climate Many of the plants from
the lower mountain region grow here, but
bilberry bushes, dwarf birch and willow are
missing. The plant cover is no longer continuous and there are fewer species.
The glacier buttercup (Ranunculus glacialis) is one of the characteristic plants. It represents a fantastic adaption to the short growth
period. In the first year it grows from seeds
to have only a couple of heart-shaped leaves.
During the next few years only individual leaves are added until one summer, when the
168
food. The snow bunting (Plectrophenax nivalis) is one of the birds that can be found at
high altitude. You can even find it in boulder
fields.
Geology
The mountain geology is special as it’s so
clearly affected by weather and the wind.
Stone rings and stone ditches are created in
the water rich grounds that sometimes freeze
solid and sometimes thaw during the spring.
In this way stones are lifted up to the surface. On sloping ground the very wet earth
loses its grip and slides. Landslides are most
likely to occur when the ground frost melts
and this gives the slope a wave like pattern.
flower quickly develops and produces seeds.
The high mountain landscape
The high mountain landscape starts at about
1300 m above sea level in the North and
1500 m in the South of the mountain range.
The high mountain areas are dominated by
snow and ice. The vegetation periods are often only one month. Here you can find about
20 different species of flowering plants.
Lichens and moss are dominant. Dwarf willow (Salix herbacea) is the most important
species up to about 1600 m above sea level.
It’s roots are bigger than it’s above ground
foliage.
Sometimes you can see a light red tinge
at the edges of the snow fields. It is a green
algae that’s called Chlamydomonas. It can
survive despite freezing temperatures
Few animal species can be said to be at
home in the middle and high mountain regions. Most breed further down and only
spend time there when they are looking for
Opaque and blue coloured meltwater indicates that there is a glacier upstream. This
water contains finely ground rock particles
that cloud and gives the water its colour. If
you need to wade over such a water course
then do so in the morning when the snow
melt is less and the water level will be at its
lowest.
The Sami
As soon as the ice receded
The first colonisers of the mountains were
the Sami. It is believed that they moved there
as soon as the area was free from ice. New
archaeological finds mean that Sami history is re-written making it both longer and
richer. The oldest text where such a group
of people is mentioned dates from 90 A.D.
There, the Roman Tacitus writes about a
wild hunter people, Fenni, that lived North
of the Germanic people. In year 550 A.D.
the Sami were called Skrithipinoi. The name
169
A pretend Sami
(about Sami inspired handicraft and making it yourself)
Sami are skilled at handicraft –
something we can be inspired
by. In an ironmonger or from
different catalogues you can buy
a knife blade (if you don’t make
it yourself of course). Then it’s
just a matter of working with
horn, wood, leather, birch bark
etc. To weave a band is also
an enjoyable handicraft. Buy or
make a rigid heddle loom.
Reflection: good handicraft requires good guidance and the right
tools. An arts and crafts teacher
is a natural source of knowledge.
comes from an old Nordic word for skiing.
To start with the Sami lived on hunting wild
reindeer and fishing. As a bait for their hunting they used tame reindeer. This formed
the basis for today’s reindeer herding.
Easy catch...
(about making and throwing
a lasso)
For making a lasso you need
a stiff rope for example a tarred
rope, or the more modern but far
from natural plastic clothesline.
Make a sliding loop (in Sami
called a “giella”) of bone or wood
and tie it as shown in the picture
above. Before throwing, coil a
large amount of the line in your
hand. Then take the end and
throw your coils making a large
loop, that hopefully gets caught
around the target, for example a
tripod or a tied up horn. To finish
off the exercise: gather the group
and talk about how the Sami
people live today. Make time to
practise some Sami words that
you can recognise when you look
at the map of the mountainous
area.
When the tame reindeer herding started to
develop the Sami developed a partly nomadic way of life and moved regularly between
the high mountain, where the reindeer were
kept in the summer, and the forest landscape,
where the reindeer were protected and more
easily found food during winter. During the
mediaeval ages the Sami had to pay taxes to
the Birkmen who were tradesmen and tax
collectors from the region of Birkala in Tavastland in Finland. Later, they paid directly
to the Swedish state through a Lapp factor.
People then moved in from the South and
there was competition, mainly for the forest
land.
The pre-Christian religion of the Sami was
characterised by a large number of Gods.
Nåjden was the man that deciphered the
God’s wishes. During the 1600s the priests
from the coast forced the Sami to change religion and become Christian.
When you read the map you encounter
many Sami names. A small word list is given
below explaining some of the most common
words:
alle, alep
alemus
ape
jaure, jaur, haure
jåkka, jåkkå
jägna
kaise
kaska
luokta
luspe
pakte
passe
stuor, stuorra
tjårro
årjep
ätno, ädno, äno
west, westerly
most west
large bog
lake
Stream, river
glacier
pointed mountain top
middle, in between
bay
source
cliff
holy
large
mountain plateu
southern
mountain river
The Sami people today
Today the Sami live in Sweden, Norway,
Finland and Russia. The language consists
of a large number of dialects that can be split
into three main groups South Sami, North
Sami and East Sami. The border between
the first two is near Arjeplog. The Eastern
Sami dialect is not spoken in Sweden. The
South Sami dialect is considered to be one of
the world’s most difficult languages!
Reflection: through trying to
throw a lasso yourself you realise
that it’s not as easy as it looks.
It can result in a desire to try
different techniques and generate
respect for those who are skilled
in its use.
170
Did somebody tell you
that we live in Sami land
Said he
that this is Sápmi
He also admitted
that this is ours
He didn’t talk of
a primitive culture
with simple people
nor did he say
that they came here with light
but during long periods they stand empty.
Through large-scale technological development we can now regulate rivers and
construct giant dams. We can build roads
deep into the mountain region and, through
mining re-shape whole mountains. Many
job opportunities have been created but at
the same time large areas of Sami reindeer
grazing land have been destroyed. The fishing in many mountain waters and the relatively untouched landscape, unique to our
part of the world, is in the process of being
extinguished forever.
NILS-ASLAK VALKEAPÄÄ
(Loosely translated)
Today, only a few Sami are involved in reindeer herding in Sweden. The reindeer are semi-wild and can roam freely for much of the
year. From having been a transport, milk
and slaughter animal the reindeer is today
only used as a slaughter animal.
Traditional Sami handicraft is flourishing
and is passed on by many artists. Reindeer
horn carving, silver thread embroidery and
band weaving are the most common forms
of handicraft.
Space for all?
How do we protect the “wilderness”?
In order to protect the “wilderness” national
parks and nature reserves have been created. Sarek, Padjelanta and Stora Sjöfallet are
examples of national parks in our northern
mountain region
Restrictions and laws concerning roads,
forestry and mineral extraction attempt to
limit exploitation in these areas. Tourism is
also managed by information and by channelling, for example the 400 km long Kungsleden, where along the trail there are tourist
stations, cabins and kåtor (Sami wigwam).
Tourism
Nowadays many people want to be in the
mountains. Tourism means that the permanent residents have a chance to remain. It
brings income through cabins, lifts, walking
trails and other means, providing necessary
employment opportunities. But there may
also be adverse effects, such as litter and
dispersed herds of reindeer. For the sake of
tourists many villages have been extended,
171
The wild hunt for
reindeer
(about a game where you
need to be fast)
Once a year the Sami people
mark their reindeer. The reindeer
are herded into pens where they
run around, until selected animals are caught using a lasso.
Two of the participants are Sami
people, the rest are reindeer
moving in an enclosure. The Sami
people have a tree each as their
“home tree”. Now the Sami have
to gather as many reindeer as
possible by tagging them. The
reindeer/participants have to
watch out and avoid being caught
by the Sami. When the reindeer
have been caught, they are taken
to the “home tree”. The aim is
to catch as many reindeer as
possible. When there are no more
reindeer the different players
count their reindeer. The Sami
with the most reindeer is the
richest. When the game is played
again those who were caught
“first” become Sami.
Reflection: this game is good
if you are cold and need to
move. Everybody is active, even
those standing by their home tree
cheering.
C haracters
Norwegian angelica
Norwegian angelica (Angelica archangelica) is a much loved mountain
plant, that can grow to be up to 2 m tall. The flowers are pale green
and sit in a round clump. They thrive on damp land. The shoots are
rich in vitamin C and can be eaten raw or boiled in bullion. The stalk
can be peeled and eaten raw. The angelica was considered in mediaeval times as the only cure for the plague when it occurred in Europe. It
was also used to promote libido. Angelica was hung from the ceiling
to spread a pleasant smell and to combat clothes moths and lice.
Alpine blue-sow-thistle
Alpine blue-sow-thistle (Lactuca = Cicerbita alpina) is a northern tall
herb with violet flowers. In Norway it’s called wild rhubarb and it is
eaten raw. It’s bitter taste disappears if the stalk is allowed to wilt.
The peeled stalk of the alpine blue-sow-thistle is eaten by the Sami as
a raw salad. The Sami speciality “Gompa” has alpine blue-sow-thistle
as a main ingredient, brewed and spiced with Norwegian angelica and
mountain sorrel. The stalks can be roasted over the fire and you eat its
insides. The leaves can be used in salads and as sandwich filling. Dried
leaves were used in former times as tobacco.
Northern wolfsbane
Northern wolfsbane (Aconitum lycoctonum ssp. septentrionale) is
one of our most poisonous plants. The saying goes: God wanted all
flowers to be of happiness for humans but Satan didn’t like that. Therefore, he tried to poison them with his gaze. God then let a wind
blow and all the plants bent that their flowers to protect themselves
from the evil eye. But the northern wolfsbane disregarded the wind
and stood tall and mighty and was therefore touched by the gaze of
Satan. Since then, the whole plant has been very poisonous. In former
times it was used to kill everything from fleas and flies to wolves. The
northern wolfsbane can grow to reach the height of a person. It grows
in lush mountain valleys together with Norwegian angelica and alpine
blue-sow-thistle.
Mountain sorrel
The mountain sorrel (Oxyria digyna) grows in damp places in mountainous regions. It’s kidney shaped leaves contain vitamin C. Soup or
marmalade made of mountain sorrel is very tasty. See the activity tip
“mountain food” on page 166.
172
Reindeer lichen
On the high mountain rock ptarmigan (Lagopus muta) can be found
all year round. Before the bitter winter it changes its plumage from
the summer grey brown to the white of the winter. Over the eye ptarmigan has a red ridge, the male also has a black eye line. Legs and
toes are covered in feathers. To protect itself from the worst of the
cold it digs itself down into the snow. It’s diet consists of crowberry
(Empetrum nigrum), alpine bearberry (Arctous alpine) and different
types of seeds and buds. Eggs and young are protected by the female
acting as if injured, crawling along the ground dragging her wings to
distract the attention of the intruder.
Rock ptarmigan
An elegant and quick gull-like bird is the long-tailed skua (Stercorarius longicaudus). It has a pathetic meowing and whinging sound.
Older birds are easily recognised by their pointy, enlarged middle tail
feathers that are more than twice the length of the tail itself. The eggs
are laid directly on the ground. Their diet consists of lemmings and
fish. During years when lemming numbers are low they don’t breed
at all.
Long tailed skua
The rough legged buzzard (Buteo lagopus) occurs throughout the
mountainous region. As you wander over the fells you will be followed by it’s haunting call, a drawn out “meow” sound. It feeds on
lemming, other small rodents and bird chicks. The nests are built on
cliff ledges or high up in trees. It can often be seen hovering in the air
with quick wing beats as it searches for it’s prey. During the winter
months it is sometimes found in the South of Sweden.
Rough legged buzzard
173
Characters
Reindeer lichen (Cladina spp.) is, like all other lichen a double organism, consisting of algae and fungal threads. There are two main
species, yellow-white and grey. Both grow on rocky ground in sparse
pine forest and on mountain tundra. It can cope with complete drying out for a long period of time and can therefore grow in extreme
environments. We find it in our walks throughout the country. When
dry, it is very brittle but when it is wet it is soft and tough. In the
northern part of Sweden this lichen is an important nutrient source
for reindeer. The reindeer lichen has been used as a food of last resort
for people as well as for making alcoholic spirits.
Characters
Norwegian Lemming
The little gnawing Norwegian lemming (Lemmus lemmus) is speckled
in several colours like a hamster and is probably our oldest Nordic
mammal. The Norwegian lemmings are also called the “lice of the devil”. The lemmings multiply throughout the year (even in winter if conditions are favourable) and have on average 6 litters per year. In some
years they increase in number explosively and create a mass walk – “a
lemming train”. They feed of grass and mosses but are themselves important food for predatory birds and mammals.
Reindeer
The reindeer (Rangifer tarandus) is the only deer where both the male
and the female have horns. The horns on the male are larger. The reindeer bull is called Sarv, a reindeer oxen is a castrated reindeer bull and
he’s called Härk. Another name for the reindeer cow is Vaja. The härk
used to be used as a towing animal. Their most important food is reindeer lichen and iceland lichen, which during winter is dug out from
under the snow, as well as the fishbone beard lichen (Usnea filipendula)
from trees. In summer time the reindeer eats grass, herbs, willow and
mushrooms. In the winter it goes down to the lowlands. When mosquitoes and blackfly are irritating for the animals, they return to the higher
regions where there are no mosquitoes. The reindeer has always been
a useful animal for humans. It is not only provided food for the table
but also materials for clothing, household goods and other useful items.
Even today the reindeer farming is of great importance for the income
of the Sami people. On your next mountain hike be sure to include
dried reindeer meat in your pack!
The arctic char
A fish that has always been of great importance for mountain people
is the arctic char (Salvelinus alpinus). It is glittering silver with olive
green and pink shades. When it’s fertile it’s back and sides are dark
green brown, the underside is yellow-red or blood-red. It’s thrives in the
clean, clear and cold water often found in mountain lakes. The arctic
char leads a wandering life and is often found in shoals. Its food consists
of plankton, insect larvae and small animals. Larger char also eat small
fish. In the winter people are drawn onto the ice for fishing. By looking
down through the ice you can see when the arctic char is there and be
ready when it bites.
174
Suburban friluftsliv
– About the cities as a landscape
and a friluftsliv environment
BY MATZ GLANTZ, PATRIK GRAHN AND PER HEDBERG
From countryside to
urban life
The importance of relationships
with nature
Regular contact develops a relationship
between people and nature. Such a relationship has always existed, but it has
changed over time and looks different in
different cultures and in different societies
(see Chapter 2, Page 29, “From a natural
life to friluftsliv”).
An important change in our relationship
with nature occurred during the relocation
from farms and farming land to indoor
work and cities. Recently, much of our relationship with the world has been increasingly affected by different types of mass media.
Nature programs on television do not develop the same relationship as a walk in the
forest. Beautiful nature books and inspiring
digital media do not develop the same relationship with nature as a swim in the early
morning in the dark forest lake on a sunny
summers day. The relationship with nature
is about activating different senses whereas
today’s communication channels are usually
limited to the senses of sight and hearing.
The relationship is also about the memories
of the things we have done, often together
with a good friend or a relative. Last but not
least, it’s about feelings, that have built up in
our everyday happenings, impressions and
stories, where nature can retain some of the
mysticism and history that it has in our culture. Our contact with nature changes and
this has consequences for what we do and
how we think. It is therefore important to
protect the qualities of nature and natural
environments that exist in urban areas and
work so as to enhance their size and variety. Hence, this chapter focuses on urban
friluftsliv and the interaction between the
city and nature. Firstly, through a general
reasoning and considering research results.
Secondly, with more practical illustrations
and suggestions about the pedagogical role
of green areas in cities and urban areas.
Parks, nature areas and green areas.
Long term studies by organisations as well
as by individual users have shown that
green spaces in suburban areas have many
different functions and fulfil many different needs. These needs depend on which
activity you wish to do and the atmosphere you’re looking for; they could include
smells, sounds, views and activities, as well
175
Find the history
(about the city, past, present
and future)
Everything changes, even the
environment in which we live.
Many people have been dismayed
to see their local forest or copse
covered by an asphalt road or
filled with high-rise buildings. To
get a picture of how your area
looked in previous times a historic
walk can be interesting. You can
often buy old postcards or get
hold of old photographs (ask in a
photo shop or a camera club). In
small groups you go and search
for the image on the postcard,
describe where the picture was
taken from and what it looks like
today. In order to provide the right
level of difficulty the teacher can
supply a map with the locations of
each picture marked on it. Take
photos, make drawings or maps
where the changes are obvious.
To be a detective can include
finding someone who lived when
the picture was taken to make the
whole thing extra exciting. The
changes and also the future can
be discussed afterwards. With
nature material you can also build
your vision of the future.
Reflection: the winds of change
blow quickly and this is a way to
stop and look back in time. Apart
from documenting the place you
can also find out how every-day
life once looked.
as experiences based on Sagas and history.
All this can be considered under eight main
headings or characteristics that return again and again when people are asked about
what they appreciate when it comes to the
functions and appearances of green areas:
1. Wild – that could be about appreciating
and finding self-seeded bushes and trees,
or that you guess that the path you’re walking on is as old as time. There is humility
and mysticism in this characteristic.
2. Rich in species – here you have the
chance for example to discover the first
spring flower, find mushrooms in the
autumn, see a small tortoiseshell butterfly (Aglais urticae) or hear a nightingale
(Luscinia luscinia).
3. Space – here you can enter into another
world, separated from the hurry and
stress, and thereby have time to immerse
yourself in your own thoughts and forget that the green area finishes only 30 m
away.
4. Play – in this place there is space for the
children of the city, where they can learn
from their mistakes, explore and try as
well as change the physical environment
somewhat: maybe by damming water in
the stream or building a den without having to be afraid of the traffic or the disapproval of adults.
5. Open plane – a flat grassy area, a pasture in the city. This type of place has existed and been appreciated in our culture
throughout history. Previously courts and
markets happened in such places, today
maybe there could be kite festivals, ball
games or flea markets.
176
6. Peaceful – a place where you can hear
the sound of nature: the singing of a bird,
the rustle of leaves in a transient breeze
or your own breathing. It could also be
a place where you can get away from the
“visual noise”, from litter, untidiness, advertisements or signs.
7. Social – a place in the green where you
can visit a café, listen to music or watch
people who are relaxing and playing.
8. Culture – can be about finding sculptures
in the park or a well-kept rose garden.
In another green area it could be a ruin
or the grounds of an old house. It could
also be a visit to a graveyard full of atmosphere. All of it seems to be about an
area containing mysticism, history and
folk-lore, linked with the characteristic
“wild”, No. 1.
Well planned parks can contain many of the
above qualities at the same time, thereby
achieving many functions for different age
and interest groups. Surveys have shown
that when a city is well equipped with parks,
green areas and nature areas with the above
characteristics, people generally choose to
be out in these areas, which can be beneficial for public health as well as improving
knowledge of nature. People in institutions
such as schools, hospitals and pre-schools
that have their own nature areas, are happier
and more often outside than those that don’t
have this opportunity. Good city planning
and provision of parks, gardens and natural
areas leads to an increased use and appreciation of the outdoors.
People of nature, view of nature and
garden therapy.
Many people experienced in the outdoors
consider that if you regularly spend time
in nature then you will develop a positive relationship to everything living. Such
a relationship leads to an interest in protecting natural processes and diversity
– you don’t harm what you care about.
This theme is extremely topical when it comes to recent research in psychology and
garden therapy. In these fields, theories
developed by Harold Searles are based on
this belief. He claimed that those who are
affected by psychological trauma need a
route to return to health. This, he claimed,
can occur if people have a chance to experience nature – processes and occurrences
– that place reasonable demands. This can
be expressed as a friendship relationship.
The things that promote the least anxiety,
aggression and frustration are stones and
water, then trees and finally animals. A stone cannot place demands, cannot run away
or let you down. It can only be there, natural, as a reassuring anchor point year in and
year out, rain or shine.. A rabbit can escape,
it can also die, but it cannot place blame,
belittle you, apply double standards or lie.
The way back to health is about finding a
way to find yourself and your new role after
the crisis. The easiest way is if you have a
relationship with a stone, after this an individual tree in the forest, then a relationship
with a garden and finally with an animal.
Only after this can you make contact with
human beings, especially those who make
big demands.
177
Nature smells
(about finding different
smells)
Go out in pairs in the local
environment to find different
smells. It could be something
that smells nice or really bad.
What does earth smell like,
freshly emerged leaves, exhaust
from the traffic, vegetables from
the market or the sun-warmed
wall of the school? The couples
come together afterwards to talk
about the different smells and
together visit places that are
extra exciting.
Reflection: by concentrating
on smells you get a different
experience than when you use all
your senses at once. To feel the
scent of a rotting mushroom or
the plants in the park gives new
experiences. You also practise
explaining smells using words,
which isn’t always so easy.
City hunt
(about navigation training in
the city)
At the local authority office there
will be city maps showing roads
and buildings (they can also be
found digitally). Get some for
the group. They can be used for
different orienteering exercises
such as looking for the secret
treasure by following a drawn
in route. You could also find
different clues in marked places
leading to the treasure. On
another occasion it could involve
finding an area that’s been
drawn on the map and when you
return explaining what can be
found there. With a map in the
hand head out for a nature hunt
and in a certain area draw in a
number of natural phenomena.
They could be a large stone, a
birch by the school, an ant trail
outside the shop etc.
An interesting question is the extent to
which this “friendship relationship” with
nature is genetically driven through the evolutionary development of people in natural
landscapes. At the same time however it is
clear that the love of nature in our society
is also, to some extent, a cultural construction –for example connected to holidays and
relaxation. (See chapter 2 page 29).
To overcome an obstacle
Distance from the natural landscape is in
itself a hindrance for friluftsliv and contact
with nature, but there are more. Most people
experience lack of time as the largest obstacle
when it comes to getting out. Studies show
that when an outdoor area is less than about
two minutes away from the home then people
will use it in their everyday lives. This means
that time and distance are intimately connected. Town planning should strive to limit
distances and increase accessibility between
the home and the nature as far as possible.
Many people think that they don’t have
enough time to do outdoor activities lasting
more than half an hour, and absolutely not
those that must be planned! For these people an increased distance to nature is even
harder to handle. But when these people do
get out and experience regular visits to nature, many of them want more. It may be
as little as improving the area around the
housing so that it’s more attractive or that
the children’s school grounds are so exciting
that the children pull their parents out of
the house to play there. When everyday use
Reflection: in order to learn to
translate a map to reality different
types of training are required. It
could be to follow a route on the
map or to draw it in yourself. It
is by practising in the local environment and translating the map
from abstract thoughts to reality
or the other way round that you
will be able to use the map when
you are in unknown terrain.
178
Children must get time and space to
explore environments in their own way.
Experiences using senses are
for the child the gateway to reality.
A rich and varied catalogue of sensual
contact with the environment lays a good
foundation for the inner development.
increases it leads to a greater demand for
outdoor activities. A couple of hours in the
outdoors is then no longer too much.
Others, but nowhere near as many, feel
that they don’t have money for an active
free time. Probably many of these have been
led astray by adverts and marketing in the
belief that friluftsliv costs money. Naturally, nature is (still) free and being there for a
short amount of time doesn’t need any special equipment. However, economy plays
a decisive role for all those working with
children. Overtime pay, tight budgets, conservative organisations and the priorities of
other fields generally present problems for
many who wish to work with environmental and outdoor pedagogics.
All these hindrances can be addressed or
overcome. There are more and more positive examples where involvement in caring
for the qualities of nature and for an increased contact with nature occur. School forests, nature schools, nature rooms, friluftsliv areas, living playgrounds, living school
grounds and protected nature areas are
continuously developing and form a basis
for meeting with nature. With today’s communication techniques it shouldn’t be difficult to spread experiences that guide other
people to engage with nature, not only nationally but across the world. This could
be done by considering school playgrounds
and pre-school surroundings as teaching
materials with similar importance as books
and sports equipment.
FREDRIKA MÅRTENSSON
The nature of the city
The possibilities of city nature
Nature can be found closer than many realise. The plantations in the shopping mall,
the trees along the pedestrian route, the river that runs through the city, the gardens
and parks are examples of nature that many
meet daily. At a first glance you may not see
all the possibilities there are, but with the
help of imagination and ingenuity you have
the chance to practise outdoor techniques
and enhance your feeling for and knowledge
of nature.
You do not have to travel to Timbuktu or
the Himalayas for experiences – nature
exists around the corner!
TORD S. ERIKSSON
Trees in the city
The first things that come to mind when you
think about nature in the city are the trees.
There are often many different tree species
since many are planted (this varies in different parts of the country). Birch (Betula
179
The tree recognising
professor
(about knowledge of trees)
The professor of trees has
come to the city and he’s on a
tree hunt. The members of the
group are experts in gathering
different leaves. They could be
from species of different trees
or leaves with different colours.
The aim is to gather as many as
possible and find out from which
tree they come. Feel if they are
soft, hairy, smooth or rough.
With the help of the professor
you can later identify them by
looking in a book about trees.
Save two leaves from each tree
by fastening them with plastic
film onto pieces of card. When
you have enough you can play
tree memory with the cards.
Another activity is to make a
leaf mobile: dip the beautiful
leaves in melted paraffin (a jar of
paraffin heated in a water bath
so that the paraffin melts). Hang
the leaves with a thread from
a twig to make a decoration in
the room. Painting colour on the
back of a leaf (where the veins
are thickest) and then pressing
them onto card (for a postcard)
or onto materials, you make nice
leaf prints. Split the group into
pairs. The pairs stand back to
back. One will take out a leaf from
his pile and describe what it looks
like (and maybe feels like). The
other has to guess which leaf it is.
Reflection: through working with
leaves you discover both colour
and shape. It is also a way to
learn the characteristics of the
leaves so that you can recognise
them when they grow.
Dried rings
(about drying apples and
making apple soup)
When apples and pears are ripe
it is time to lay down supplies
for the winter. There are many
garden owners who will happily
share their fruit if you ask them.
The fruit is cut into slices and
placed in a warm, airy place to
dry. Alternatively, you can hang
the rings on threads. The winter
excursion apple soup will taste
extra good.
Apple soup:
1 L of water
75 g dried apples (two handfuls)
equals 500 g fresh apples
one cinnamon stick
3 tablespoons sugar
2 tablespoons of potato flour
There are many exciting things that you
can learn about trees. You can, for example,
adopt your favourite tree. Throughout the
year you can then follow what happens,
from the first buds to the falling of the leaves. How much does it grow in circumference in a year? Which birds sit in the tree? Are
there any insects, any larvae? What does
the tree experience during the day and the
night? Have a party when the first leaf has
emerged! By following a tree over time, the
interest grows and you will observe many
changes. If the landowner allows (normally
the parks organisation or the house owner)
then you may even be able to plant your
own tree to follow.
Spread by the wind
The spreading of seed by different plants can
get our seemingly lively fantasy to seem very
dry. The trees have solved this in many different ways. Nearly all release their seeds to
fly or hover to reach new places. Some sail
away on their own small wings (birch, elm),
others simulate a helicopter (lime, maple) or
wool (aspen, willow), that the wind carries.
Try and find out how different tree seeds fly.
Trees that don’t spread with the help of the
wind are for example chestnuts and fruit
trees.
Birch
Maple
▼
Boil the water and add the
dried apples when the water is
boiling (not earlier) as well as
the cinnamon. Let it simmer for
10 minutes. Add the sugar (or
honey). Stir the potato flour in a
small amount of cold water, add
to the soup and let it boil again.
When the soup has cooled it is
time to enjoy!
spp.), norway maple (Acer platanoides),
rowan (Sorbus aucuparia) and oak (Quercus spp.) are trees that many recognise, but
in the city small leaved lime (Tilia caudata), wych elm (Ulmus glabra) and chestnut
(Castanea sativa) are also common.
180
Elm
Lawns
Lawns generally include grasses that can
withstand being cut often, so we don’t see so
many other plants. In some places you can
find a so-called fairy ring. These are fungi,
often fairy mushroom (Marasmius oreades)
or Clytocybe that smells like bird cherry
(Prunus padus) growing in a ring. Due to
the way the fungal mycelia grows the ring
will widen over time.
The city is really not a place where you
would expect to find many different plants.
But if you look around on park walkways,
between stones in the square or along the
bottom of houses you soon find that these
areas have their own flora. Examples of
species that can survive are broadleaf plantain (Plantago major), german chamomile (Matricaria chamomilla) and prostrate
knotweed (Polygonum aviculare). The knot
weed is one of the most common plants in
the city. It spreads on the ground and the
lawnmower cannot reach it. It can stand
heavy lorries driving over it. Outside the
city it doesn’t have this way of growing and
is more similar to the bilberry plant. The
seeds are a delicatessen for sparrows.
Another of the cities flowers is the dandelion (Taraxacum officinale). It doesn’t
only grow in gardens, but has an ability to
push through the asphalt and come up in
the most impossible places. It is often called the flower of asphalt. Why not go on
a dandelion safari and look for the largest
dandelion or the one that grows in the most
unlikely place.
In the foliage the busy twittering of the
house sparrow (Passer domesticus) can often be heard. They are easy to study at close
hand. The male has a grey head and a small
black bib. The female and the young are
brown and grey. The house sparrow is easy
to mix up with the Eurasian tree sparrow
(Passer montanus). A sure sign is that the
tree sparrow (both male and female) have a
brown head and a small black fleck on each
cheek.
Water
If there is water or a lake nearby you can
be sure to find birds all the year round.
The mallard (Anas platyrhynchos) is nearly
always found in the surroundings. Normally
the mallard is a frightened bird that commonly breeds by small lakes and in protected waters. But in the city it shows a totally
different behaviour. Here it has become so
used to us that it happily comes to be fed.
Exciting observations can be made throughout the year by the water! Here you may
have the chance to study tadpoles, dip a net
for small invertebrates and larvae and in
some places even fish, which involves concentration, awareness and patience.
Creatures great and small
If you are an early riser then besides cats and
dogs you may see roe deer (Capreolus capreolus), hare (Lepus europeaus) and European badger (Meles meles) in the city. The red
squirrel (Sciurus vulgaris) is a spirited animal
that often becomes so tame that it sits and
begs by the outdoor restaurants in summer.
The European hedgehog (Erinaceus europaeus) is attracted to the leaf piles in gardens
to hide and hibernate in during the winter. In
the summer you can see it here and there as
it eats worms, snails, insects and frogs.
181
The city’s smaller creatures are amongst
Reflection: to dry the fruit
yourself (everything can be dried)
gives an a-ha experience as it is
so simple and tastes so nice. If
you make your own fruit mixture
it becomes extra exciting. Apart
from knowing what you dry it’s
also a way to save money. Calculate how much your own soup
costs and compare it to the price
in the shop.
Apple sweets
(about frying apples)
Remove the core and cut the
apple into thin slices (one apple
per person). Fry the slices in
butter. When they are soft add
cinnamon and brown sugar (the
sugar makes them crispy). Can
be eaten directly or together
with lightly whipped cream or
ice cream. Chopped almonds or
nuts make it even nicer. (Remember to consider allergies).
Reflection: this dish can satisfy
the sugar craving that comes
when you are outdoors. It is
simple to cook apples but first
they have to be cut and that
means that everybody can help.
Hope for the springtail
(about looking for small animals in the ground)
In the earth beneath a large
footprint (size 44, down to 10
cm depth) you can typically find
five earthworms, 75 spiders,
150,000 threadworms and many
other animals. An outdoor activity
based on this can be done in the
following manner:
You will need a white surface (a
tablecloth or an old sheet), spade,
magnifying glass, small jars. Give
the members of the group the
following names (a maximum of
seven participants in each group):
springtail, earthworm, spider,
woodlouse, beetle, ringed worm,
millepede. Also, give them a picture
of what their animal looks like. Each
group digs in the earth and places
the contents onto the white surface.
The aim is to find “yourself” (the
name you’ve been given). But watch
out! The springtail is quick and
disappears fast. With a magnifying
glass you discover which wild animals you’ve caught and how many
strange small creepy crawlies there
are. Because you start looking
for “yourself” you concentrate on
one thing which makes it easier to
discover and also feel happiness
at the recognition. When you have
found “yourself” you show the
others and help those who haven’t
yet found themselves. Don’t forget
to replace the earth and the animals
when you have studied them.
▼
Reflection: as each person looks
for a special animal their eagerness
to find it is also awakened. Using
a magnifying glass you discover
others the ladybird (Coccinella septempunctata) and the not always popular earwig (Forficula auricularia). In warm damp
areas you can find earwigs whose back ends
are like a pincer and is used as a weapon of
defence. It used to be thought that if you
lay and slept on the ground then an earwig
would creep into your ear. But that is only a
myth. However, it thrives in our letter boxes.
Lots of even smaller animals can be found
underground. Every step you take, you step
on many tiny animals. To dig in the earth
and to see what you find, especially with a
magnifying glass in the hand, gives new experience.
Play and learning
environments close to
nature
If children were to decide
The way children play is greatly affected by
their environment, and this in turn can affect
their development. This applies both indoors
and outdoors. Therefore, it is so important
that we shape the environment so it invites
different kinds of positive play.
600 rotifers
2 millipedes
5 earthworms
If children were allowed to decide over the
school playgrounds maybe we wouldn’t
need to have any theme parks where
parents have to pay an entrance fee in order for children to have varied play. Then
children and parents would visit the school
grounds even during the holidays.
EVA NORÉN-BJÖRN
In a hard and boring place where children
are crowded and the environment is neither
inspiring nor enables positive activities, the
children group and rub against each other
instead of having fun. Such an environment
generates conflict and isn’t nice for anybody.
In the cities there are too many such areas,
both in schools and pre-schools as well as in
the housing areas. High quality play areas
outdoors should offer:
• inspiration for positive and developmental play and companionship.
• space for all; for large groups, for small
groups and for those who need to be
alone.
• Regular encounters with nature, the
larger the diversity the better.
75 spiders
5000 mites
2 woodlice
2000 springtails
100 000 000 000
bacteria
20 beetles
200 000 protozoa
80 mosquito/
500 segmented
150 000 beetle larvae fly larvae
worms
182
those things that you cannot see
with the naked eye. As a leader you
need to be aware, as the participants are eager to show their finds.
Numbers or letters in
the snow
(about practising letters and
numbers)
Practical advice on how to do this can be
found under “more inspiration” on page
258. There are also courses, advice etc, for
example through the think tank MOVIUM
at the Swedish University of Agricultural
Sciences in Uppsala
Inspiration to play
Both standing and fallen trees invite physical play, as well as balance courses made
of tree stumps, stones, trunks and rope. A
slope provides the possibility of a slide if
there is nothing dangerous in the way. For
smaller children this doesn’t need to be too
big.
Nature also inspires role-play. Between
the trees Robin Hood, the robbers and
hunters play. Between the large boulders
the trolls live and in the thick foliage families live in small dens with kitchens, sitting
rooms and bedrooms.
The creative game is stimulated in two
ways. Nature itself is creative, as well as
offering exciting materials in the shape of
twigs, cones, sticks, stone, earth, gravel,
grass and others that can be used for imaginative creations. Miniature lanscapes are
shaped by a pile of sand, cones become horses that compete in jumping courses made
from sticks. Branches are made into pretend
bows and pretend swords.
Room for all
With trees, bushes, plants, rockeries and
imagination you can create large and small
rooms in the environment. These rooms can
have different characteristics and offer activity space for both the small and large group
or be shielding for those who need it. A large
advantage with nature as a play environment is that there is a lot of room. Children that
have behaviour need for space and are therefore difficult indoors, can be in their element
183
The participants stand in line
holding their hands on each
other’s shoulders. The person at
the front gets a note with a letter
or a number. The aim is to move
forwards using small steps and
make the letter. The rest of the
line follows. This can be done in
at least two ways: the person who
has started to walk finishes the
whole letter (with a line following),
or when the first person has
walked a small part, the line stops
and the person next in line takes
the note and continues walking.
The person who was at the front
reconnects to the back of the
line. The change can for example
happen when you sing a song and
the song finishes, or at a given
signal from the teacher, or when
you’ve counted to 10.
Reflection: A way to use the snow,
practise numbers/letters through
working together as a group. To get
an insight into different shapes.
in nature without disturbing others.
The day trip
Comparative studies indicate that in preschools with more outdoor activity and contact with nature, play behaviour is positively
affected (as well as having positive effects on
physical health and motor skills, see chapter
11, Page 203, “Friluftsliv, health and quality of life”). The children can decide more
for themselves about their games which
also have a clear start and finish. Children
disturb each other less and those who wish
to be alone can do so. The staff don’t have
to intervene as often to resolve conflicts
between children.
Good advice when it comes to both the
shaping of green outdoor environments and
children’s games as well as other activities in
such environments, is to think of the “four
elements”: water, wind, fire, earth. By trying
to introduce these elements into the physical
environment and letting yourself be inspired
by them when it comes to different activities you promote learning opportunities with
everything from the water wheel and photosynthesis to grilling sausages and growing
crops.
The distance to a more natural landscape
means that you will need to travel to get there. Often you may want to go at short notice, without planning too much when the sun
shines or when you just want to be outside.
The simplest is to make a day trip or just go
for a few hours. Previous experience makes
this easier over time, however some advice is
given here to simplify getting out.
Furthermore, the educational programme should contribute
to the development of the pupils’ interest in and knowledge of
nature, technology and society, by giving them the opportunity
to explore and pose questions on and discuss phenomena
and relationships in the world at large. Additionally, education
should provide pupils with the opportunity to develop knowledge of how the different choices people make can contribute to
sustainable development.
CURRICULUM FOR THE COMPULSORY SCHOOL; PRESCHOOL CLASS
AND SCHOOL AGE EDUCARE ( LGR 11 (REVISED 2018)
The most important is to have all the kit
in order, both your own and the group’s, so
that you don’t have to look for rain clothes,
ski wax, stoves , wellies, axe, life vests etc. If
these things are easy to find and access, then
you can leave quickly and easily.
When it comes to the food, then a day trip
is also less complicated. You just bring what
you find at home, or stop at a shop on your
way out to get the little extras such as coffee,
chocolate, sausage to grill or whatever you
like. In the winter however there may be a
reason to think twice, as some foods may
freeze. It may also be a little more complicated to handle cooking outside so pre-made
sandwiches with a warm drink in a thermos
is preferable for many.
When working with children and outdoor
groups it is easier if as much of the outdoor
equipment as possible is communal. An outdoor store in a school or in a club, where
everything you need is it easily accessible,
simplifies things for all excursions in the
local environment.
The school forest
The forest is a natural environment with
many forms of life. It is also a significant
184
nature resource and has since time immemorial played a large part in cultural development. Here you may find craft materials,
such as wood, roots and birchbark (in agreement with the landowner) and here it’s
easy to find a place that is sheltered from
the weather and wind. The forest also evokes mixed feelings. It could be either safe,
cosy and protective, or dark, deep and frightening. Sometimes both at once! In other
words, the forest gives endless possibilities
for outdoor life, nature studies and adventure (see chapter 6 ”deep forests”). Below
Anna Malmström from the organisation
“Skogen i Skolan”, describes how you can
create a school forest in cooperation with
the landowner.
Natureseekers
Forsen’s school forest, Tidaholm
The whole forest is filled with
valuable things. Some are more
common than others. You have
been selected to discover what
exists there. To help you have a
list of wanted objects.
H = Assault course
I = Information
E = Fireplace
F = Birdhouse
B = Bench
D = Outdoor toilet
M = Anthill
G = Grop
S = Stone
V = windshelter
P = Parking
The school grounds
= Dense forest
School grounds can be shaped so that they
are usable both during breaks and during
lessons. They can be planned for play, edu-
= Path, Large/small
= Marshy land
= Stonewall
Forests as a learning environment
By leaving the school and going into the forest
you access a classroom that enables teaching,
experiences, movement, and play at the
same time. To have access to a school forest
creates a resource for continuity in outdoor
education and becomes a safe place to return
to. The idea with the school forest is that it
should be used often and therefore it’s a good
idea if it is close to the school. Proximity to
the school is more important than size, but it
mustn’t be too small that wear and tear becomes a problem.
185
(about gathering natural
objects)
At “Skogen i Skolan” we define “school forest”
as a limited area that is available to the
school for outdoor activity , in other words
for both education and play. The school and
the land owner make an agreement that gives
the school the right to do a little bit more in
the forest than what is allowed by the ”Right
of public access” (allemansrätten). This could
be to build a wind shelter or a fireplace, mark
paths or put up bird nesting boxes.
Many landowners are positive towards such
a cooperation as they realise the benefits of
The leader has in advance written down different natural objects
on a large piece of paper: wanted!
Birch leaf, spruce cone, moss, a
cone partly eaten by an animal, a
feather, an animal with six legs,
a stone that is round, an acorn,
seeds from a flower, something
from a four-footed animal…
each object also has a numerical
value. Split the group into smaller
groups. The participants now
have a certain amount of time to
gather as many objects – points
as possible.
Reflection: this exercise can be
run with all ages. If you work with
smaller children instead of writing
a list you could have gathered
different objects as examples of
what they have to fetch. For older
people the list can be made more
advanced and used for practising
knowledge of species.
school forests since 1982. On their website there is an agreement that may be used
as a basis for dialogue with a landowner.
children and young people being in the forest
and on the land. It is a good idea if the school
has a continuous dialogue with the landowner who continues to look after the area in
a normal manner. In some cases the school
may be able to get access to the plans for
management of the forest and may even be
able to participate in the simple activities,
such as clearing and planting.
Robots
(about steering robots)
Split the participants into groups
with three people in each. One
is a machine operator and the
other two robots. The robots
starting position is back to back.
The aim is that they should finish
standing face-to-face. In order
for that to succeed the machine
operator has to steer the robots
by tapping them on the shoulder.
The robot walks in a straight
line. When it gets a tap on the
right shoulder it will turn 90°
to the right and continue in the
new direction. At the next tap it
rotates again through 90° in the
direction that the machine operator has specified using a tap
on the shoulder. The machine
operator may only give one tap
at a time to the same robot. The
aim is for the machine operator
to be able to steer both robots
at the same time in order for
them to meet. After the meeting
you at change roles so that one
of the robots become a machine
operator. This exercise is works
well in snow.
Skogen i Skolan
Skogen i Skolan was created in 1973
and is a countrywide organisation that
works for spreading knowledge about
the forest and forestry to pupils and
teachers. Skogen i Skolan organise,
among other things, inspiration days in
outdoor pedagogics for teachers and
help schools to get their own school
forest. Read more at
www. skogeniskolan.se
Often one or a few enthusiastic teachers
drive the school forest idea at a school. If you
want to ensure that the work is sustainable
long-term and doesn’t depend on one person
then it may be a good idea to involve the
whole school and it’s management.
Through Skogen i Skolan you can both get
help with setting up a school forest as well as
inspiration for activities. Skogen i Skolan have
helped schools throughout Sweden to start
cation, meetings between people, health in
the outdoors, relaxation, and activities stimulating all the senses. Such school grounds
positively influence the pupils development
and are at the same time a resource for both
teachers and pupils during break time and
lesson time. The schools around the country that work actively in developing their
ground become such a resource. The work
can preferably be done by the adults and
pupils together.
Earlier in this chapter we described the
importance of nature in a children’s play
environment. The school grounds are an
example of such a play environment, as a
child’s need to develop through play are
greatest during their school years. Nature
studies in foliage, copses, school gardens,
dams, pastures etc. enable an experientially
based learning process, activating more senses than possible in the classroom. This type
of learning can offer intellectual knowledge
about species, biotypes, ecosystems etc as
well as emotional knowledge which forms
the basis for socialisation and affect pupils
personal development, their view of nature,
morals and values. The education authority
highlights moral and ethical questions when
it describes the aim of learning for a sustainable development:
▼
Reflection: You have to anticipate
how you should steer, run fast
ANNA MALMSTRÖM
186
and staff decide together to use the school
grounds as a room for learning. From this
common starting point you can work together to develop the outdoor environment
with the same priority as other classrooms.
Sustainable development is about questions concerning value, moral, human
rights, democracy, participation, equality,
ethnicity, power, societal conflicts of interest and our relationship with nature.
School gardens
THE EDUCATION AUTHORITY`S THEMED
PAMPHLET; LEARNING FOR SUSTAINABLE
DEVELOPMENT
A school environment that enables nature
studies and nature experiences is an excellent place for education that works with
these base values in parallel with the traditional natural sciences.
To change or develop the school grounds
can be both simple and more complicated,
depending on different prerequisites such as
the original design, topography, climate and
staff interests. In some schools it is maybe
best to start simple at the classroom level
by planting a tree together or growing potatoes, whilst in other schools the process
needs to involve all staff and pupils. To get
full support for the work, irrespective of
size, it is helpful if the school management
Increasing educational quality
On a warm sunny october the pupils pour out
into the school grounds. Blankets, cardboard
boxes, skateboards, wooden cars, trolleys
and prams all appear. Now it’s going to
happen, the great lifting. They are lying there.
Large, harrowed and golden and now they
are coming in! The children’s eyes shine with
excitement. 200 pupils roll up their sleeves
and set off.
In the first Swedish curriculum of 1842 the
school garden was described as a place for
“education in tree planting and garden
care”. In today’s curriculum there is no direction as to where the education should
happen, it’s up to every school and teacher
to decide on their own teaching environment. Petter Åkerblom in his thesis “The garden in the school – the school in the garden”
shows the possibilities for using the school
garden as a teaching environment. Below he
gives us a picture of how a day in the school
garden might look.
Play Safety
When planning an environment for play it is
important to know which rules and regulations apply with respect to childrens’ safety.
Within local authority management there
are always experts who are responsible for
The golden treasure can be found in the school
grounds and during the autumn term the students have been there many times to see how it
goes. This is the second time just this morning.
Earlier, they looked at how staircases, walls and
other things in the way could create problems.
They worked out different ways of transporting
heavy things. Many hours were spent building
different means of transport-with or without
wheels.
187
and keep a check on both robots
at the same time. The machine
operator is guaranteed to get
warm as he is chasing. How warm
depends on the speed of the
robots.
Friendship ball
(about practising different
skills)
Rehearsing school work and
revising knowledge can be done
in many different ways. To move
it outside the square room is one
alternative. The group creates
a ring. It helps to use a ball or
a tied up knot that is throwing
friendly.
Friends of 10: the ball is thrown
to someone in the ring at the
same time as you say a number
between 0–9. The recipient then
has to carry on with a number so
the sum will become 10. The person who has got the ball should
spin one 360° turn, throw the ball
on and say a new number, for
example: 4–6, 2 –8. The exercise
can be made more difficult by for
example adding up to 100. Multiplication or other mathematical
functions can naturally be trained
in the similar manner.
Apart from mathematics you can
revise opposites: white – black,
lazy – hard working, slow – fast
etc. Vocabulary: Swedish word
that the recipient has to translate
to English or vice versa.
Reflection: Here you practise
co-ordination, knowledge and
movement. The exercise can
be made with different levels of
difficulty and be used to practise
knowledge using the whole body.
Satellite navigated
treasure hunt
(about geocaching)
Geocaching is basically a treasure hunt using a GPS (positioning
system using signals between
satellites and a portable receiver). From the internet you get
positions where somebody has
placed a “treasure” (for example
a box with small items). When
the “treasure” is found you can
exchange one of the objects
with something you brought
yourself and write in the logbook
in the box. This it is reported
on the internet homepage.
Variations have been developed
where you can, for example, find
coordinates to the next cache or
search for places where certain
lines cross.
Reflection: Geocaching is one of
many new trends within Friluftsliv
with its clear international profile
(many countries, quick spreading,
English language), strong technical interest, playful challenges
and with a competitive element.
Satellite related navigation using
portable receivers or telephones
has become fairly standard and
it’s important to reflect over
its pedagogic perspective. For
further reading see for example
the web page:
www.geocaching.com.
There was no end to the imagination! Boxes
were tied to skateboards, old dolls prams and
boxes were strengthened with sticks, ropes and
string in the most ingenious way to manage the
task.
Now the children are there, by the fence.
Inside, there they are, everywhere on the pink
covering mat. Already early in the summer,
when the children cut holes in the mat to put
the plants in the earth, they understood that the
weeds might have a chance to get the upper
hand.
Lianas weave everywhere and the gate is so
covered that it cannot be opened. Therefore,
the pieces of gold have to be lifted over the
fence. How should this be done? Many children
are pulling, shoving and breathing heavily.
In the midst of the children there is a man
watching. This formerly solemn man who, year
after year, only did was what was expected of
him. Never had he expected that on this day
he would be standing here feeling so happy!
Wasn’t it him who was the reason for all this?
That day, the other year, they stopped him
when he was cutting grass to ask for help?
They needed him, they said. Not for the usual
job he normally did. No, this time it was him
and his muscles they wanted to use – and
of course his machinery. He still remembers
when the mown grass disappeared beneath
the screaming iron blades and how the stable’s
strong smelling manure was mixed into the
earth.
He had of course debated with himself
many times how it actually came about that
he did this for the pupils despite having other
things to do. But it was of course that his new
boss had reacted with surprise when he said
something about the school wanting a pumpkin
jungle. “Sure they can” the boss has said short
and sharp. And now, afterwards, when you can
hardly get through with the lawnmower anymore, his thoughts go in a totally new direction.
How can children survive in the school grounds
when they don’t have these possibilities?
And without us who have the know-how? Just
imagine a machine driver almost feeling like a
teacher.
He’s woken up from his thoughts when some
pupils go by dangerously close with the most
188
incredible construction he’s ever seen. Everywhere there are pupils and pumpkins on the
way to the classroom – even the headmaster
is there.
The task was as usual to get the crop to the
classroom without carrying the pumpkins in
their arms. As soon as everyone has got in the
teachers gather their pupils and praise them
for their ingenuity, emphasising at the same
time that nobody has made a wrong solution.
On the contrary! It was because there were
both successful and less successful constructions that everyone could learn so much.
The pupils measure, count, write, draw and
weigh – and in that way many school subjects
are included; maths, language, art… The caretaker is still in the room. “I wonder how they
will compost all the old pumpkins” he thinks. He
realises that he needs to talk to his boss one
more time.
PETTER ÅKERBLOM,
Senior lecturer at the Swedish University of
Agricultural Sciences with a specialisation
in Children’s outdoor environments.
(about dramaticising the local
environment)
In the classroom the pumpkins are examined, Halloween lanterns and pickles are made.
playgrounds. The suppliers of play equipment are always careful that the safety regulations are followed. However, if you are
a corporation or a private school without
access to this expertise it is important to
know about the regulations. It could be for
example if you want to use a fallen down
tree as a climbing frame, if you want to put
up a simple swing or want to build a play
den for the children.
It is always the property owner who has the
responsibility for the play environment regardless of who created it. It can however
be difficult to follow all the details in the regulations and in many cases it may be good
enough to read a condensed summary, for
example from the local authority (kommun
in Sweden). All local authorities have specialists who can be helpful and guide in the
planning stages of a play environment. There are also private companies that can offer
Drama in the grass
this service. It is most important to gather
the knowledge needed before you start the
work of creating a building and play environment – irrespective of it’s size.
The permanent outdoor place
A permanent nature place can have many
advantages, qualities and possibilities that
are otherwise hard to acquire. It can be created by a school, a club, pre-school, a housing estate association, a friendship group,
family or some other group. By co-operating
with the land owner you can often solve the
problem of wear and tear of the vegetation
which occurs when you regularly revisit the
same area.
This outdoor place ought not to be too
far from the home and it should be easy for
everyone to get there. At the same time, it
should have relatively untouched and inspiring nature. This is not always possible so
189
Lots of things happen right in
front of our eyes if we give ourselves enough time to look. The participants place themselves on the
ground and look at a limited area
(maximum half a square metre)
for 15 minutes. After this the participants gather in smaller groups
(4–5). In the small group they tell
each other what has happened in
their squares. After this you put
together the different happenings
in a play that is performed for the
larger group.
Reflection: to look at a small
area for a long period of time
gives you a chance to realise that
a lot happens that you maybe haven’t seen before. By dramatising
this you pass on your experiences
at the same time as you practise
acting in front of a group.
Simple games close to
nature
(about old games)
Thors hammer
Nine viking figures are stood on
a sturdy board. The figures have
different appearances and different points that are engraved on
them from 1–9. The aim of the
game is to knock down as many
points as possible by throwing
Thors hammer. Each player
has two throws per round. The
hammer is made of wood like a
sledgehammer. If you wish to do
woodcraft then each person can
create their own hammer, see
the figure..
”Varpa”
In the outdoor area the participants each search for a stone
to throw. Mark the stones with
names if they are similar. Hammer
a stick into the ground about
10–20 m from the pitching area
depending on the age of the
participants. Each person now
has to throw their stone towards
the stick so it lands as close to
it as possible. The aim is to get
closest to the stick. The person
whose stone is closest gets one
point. The first to reach 12 points
wins the game.
you may have to choose between the accessibility and the environment. One of the great
advantages of a permanent outdoor place is
that you can get to know it and over time
feel at home there. Especially for children
this security is of great importance. For the
group this means that you slowly develop
the norms and routines together. This also
means that working with children becomes
easier, as all participants after a few times
become aware of the rules that apply for
cooking, gatherings, consideration for nature etc.
An outdoor place such as this can be totally unplanned, apart from a simple fireplace
to gather round. The wilderness then means
that you feel close to nature. Calm and tranquility dominate the place.
An alternative to the untouched natural place is to establish a simple store with
outdoor –, play –, educational – and craft
materials. There are plenty of examples of
these in this book’s chapters and here are
a few more: lasso, stones, carving knives,
baking pans, fire steel, reindeer skin, saws,
clay, band looms, pots and pans, birch bark,
sieve, climbing ropes and baskets to pick
berries or mushroom in. You can also build
a living area with a tent tipi, a grass roofed
hut, a coal workers cabin, an iron age house or similar to use for overnight protection
from the elements. In such cases it’s a good
idea to have a good relationship with the
landowner and make sure you establish a
cultural environment close to nature rather
than a natural place. Such a cultural place
can in turn be a mid-way stop for onward
journeys into the nature. You can leave your
luggage there and make a hike in the surrounding area before returning. If you choose to shape the place into an exciting cultural
historical environment then it is not only an
outdoor room for studying nature and outdoor activities but can also be an inspiration
to learn about cultural history, for example
about Vikings and Sami, about Stone Age
190
and Iron Age, about logging on rivers, old
methods of handicraft the forestry.
Outdoor Camp
A camp can be for a specific group of people who plan and conduct a range of activities together or an open gathering, perhaps
arranged around a theme or with teaching
courses throughout the day.
From world camps to family camps
The outdoor camp as a model town
If you’re a group, for example a school
class, outdoor organisation or a bunch of
friends, that want to visit the natural area
for several days then an outdoor camp is
a good option. It could be as large as the
scout movement’s jamborees (World Camp
with many thousands of participants) or
a small camp in the form of a few tents or
wind shelter in a beautiful natural place.
They can be structured in many different
ways depending on the aim of the camp,
here are some ideas:
A larger outdoor camp can be likened to a
town or a village. It is a place where you for
a time gather a large number of people. In
order for it to be successful you need food,
water, fuel etc brought in from outside and
rubbish taken away and disposed of properly. Inside the “town” lots of activities occur
that require different resources, for example
electricity, elastic, paper or string. Everything you bring to the “town” and need to
get rid of afterwards requires transportation.
Transportation is also needed when the people travel to and from the camp.
• Family camps focussing on natural handicraft. A group of families that gather
in order to create objects together made
of natural materials such as roots, wood,
birch bark, animal hide, bones etc.
• Class camp with environmental and
outdoor pedagogics. A school class that
arranges a tent camp with smaller tents
for sleeping and a larger central tent, for
example by the sea so as to study the ecology.
Using this short-term living place – at the
camp – as a model, you can show how the
real living place – the real city – works when
it comes to natural resources and environmental questions. It is for example easy to
• Fishing camps by a mountain lake. A
group of friends or an outdoor group that
goes to the mountains to fish for a few
days by the edge of the forest.
• Large world camps. Small or national organisations that arrange a meeting place
close to nature, where friends from different countries can meet to exchange experiences and live together.
191
The secrets of the bag
(about gathering knowledge)
This exercise can be carried
out with many variations. You
have to use your whole body.
The participants are split into
smaller groups 3–6 in each. At
the starting place each group
is allocated an area of 0.5 m
× 0.5 m as a “base”. In line
of sight in different directions
bags containing natural objects
(5-10 in each) are hung up. The
leader has the same objects.
The participants hold hands
throughout. Each group gets one
of the objects from the leader.
This should then be fetched from
one of the bags and placed in
the groups “base”. After this
the group gets a new object to
fetch. When the bags are empty
all the groups gather and show
what they have found.
Reflection: this exercise can
be useful for many subjects, for
example geography: you get a capital or a flag to find in one of the
bags or historical happening with
a year. For younger participants
it’s simplest to fetch the same
thing that as you get from the
leader. The older the participants,
the harder the task can be. The
aim is to remember in which bag
the different things are placed.
Through holding hands cooperation is practised and looking
after one another. Those that
don’t run so fast may be good at
remembering where the objects
are. Here, movement and learning
are combined.
Nut biscuits
(about making biscuits by
the fire)
250 g nut kernels
2 tablespoons of honey
1 egg
2 tablespoons flour
Large leaves
Chop the nut kernels finely. Mix
in the honey, egg and flour. Make
small balls of the paste and roll
them in the leaves. Bake them on
warm stones or directly on the
embers.
Reflection: Sometimes it can be
nice to have something sweet.
Nut biscuits were made in Stone
Age times but then they didn’t
have flour. Please consider that
there are people who are allergic
to nuts.
see what is transported to and from a camp.
On backs and bicycle trolleys, in cars and
buses and perhaps also in pipes and cables.
If one starts by looking at how the outdoor
camp is connected with its environment then
the next step can be to think about how we
and our everyday activities affect our environment.
To ensure that the camp works as an environmental learning project it is important
that all participants are involved in its planning, running and evaluation. As always,
when planning something together take care
to ensure that everyone agrees about its aim.
For example: which costs are we prepared
to accept, partially in money and partially
in the form of affecting the environment?
Which resources have we got access to when
it comes to leaders, equipment, knowledge,
landowners, time etc.? If all participants
have understood – and accepted – the considerations for the environment behind these
decisions then you are a long way towards
making it environmentally friendly. The
camp will then hopefully become an inspiration to also making the everyday life in the
city more environmentally friendly.
and pedagogic perspective. The following
tips and experiences can be useful when
planning and choosing a campsite:
• Preferably use earlier campsites to minimise wear. If this is not possible then
make sure that the ground vegetation
isn’t sensitive and that the regrowth can
occur as fast as possible.
• Avoid places with sensitive animal – and
plant life, for example nature reserves.
•
• Make sure there is water nearby. Heavy
water transporters are both energy demanding and impractical.
•
Choosing the camp site
The choice of the campsite is the decision
with the largest impact on how environmentally friendly a camp will be, as it is affected
by many factors, for example how are you
to get to and from the camp, which possibilities there are to use local foods and wood,
does it have water – and how sewage questions can be solved etc. The choice of the
campsite is also important from a practical
Discuss with the landowner about the
use of the environment and the material
for handicraft. For larger camps also discuss with the local planning and environmental authorities.
Think about where the personal hygiene and washing up will take place. If
this is in a waterway then the washing
up should be upstream of the washing
place, and downstream from the water
fetching. At a larger camp you have to
think about where the sewage water goes
and possibly discuss this with the local
authority environmental office.
• Try to limit all transportation to and
from the camp to minimise environmental impact and try to use environmentally friendly means of transport where
possible. Perhaps you can cycle to the
campsite, walk with a bike trolley to the
local farmer to fetch water, use electrical
vehicles or limit the food transport by
using the local shop.
192
Camp Equipment and Camp Food
Personal equipment doesn’t need to be as
advanced as many believe when you go on a
camp. But it’s important that it’s functional
and practical. Equipment should never be
the reason for anyone being unable to participate. If you do not have everything that
is needed it is often better to borrow than
to buy new, especially if you don’t use the
things very often (see the chapter 1 “warm
dry…”)
The communal equipment is rather large
and demands some planning. Just as for day
trips it is an advantage if it’s easy to access
the equipment you need. An outdoor store
at the school or in a club, where camping
equipment is ready to use, makes it easier
for everyone to go camping. What you haven’t got you can often borrow or rent from
outdoor organisations in the region.
When it comes to buying food for an
outdoor camp the customers have some
power. If you buy large quantities of food
for a camp, you can ask the shop to provide
alternatively cultivated food that’s normally
more expensive, at a lower price. For younger participants it is also important that we
use raw materials as much as possible. That
means that they get knowledge of where
their food comes from. Cooking can be a
large and important aspect of camping.
Latrines and waste
When it comes to latrines and waste, different hygiene rules place greater demands
on the big camps. Read more in chapter 1
“warm, dry…” and discuss with the local
health authority.
Unfortunately, there is quite a large
amount of waste at an outdoor camp. Food
packaging, food remains, broken things, lost
things, sweet wrappers, batteries etc. One
way to limit the environmental consequence
of this waste is of course to bring as little as
possible to the camp area that can become
rubbish. It is also important that you take
care of the rubbish in a sensible manner.
That means sorting litter and making sure
the different categories get back to the recycling centre as fast as possible. Some good
advice:
• Use washing bowls and soap instead of
wet wipes.
• Limit the amount of rubbish already
when you buy food and materials.
• Have different places for different rubbish
and sort the rubbish into the following
categories (discuss in advance with those
that you are going to deliver the rubbish
to):
1. Paper (possibly split into cardboard and
other paper). Remember that some cardboard can be reused, like egg boxes.
2. Glass (split into uncoloured and coloured glass). Jars of glass are just as good to
recycle as bottles (glass that can be returned is sorted separately).
3. Compost material (either dug down, ask
the environmental authorities if you’re
unsure, or in a closed compost bin that
193
Surprise maths
(about doing a mathematical
walk)
This exercise can be used to
make a normal walk exciting.
Decide on a number, for example
8. Start the exercise when you
leave the house. Count 8 steps
then stop – look for something
red. Multiply two with eight. Stop –
look for something round.
Walk a further 3×8 steps – look
for something that feels soft. Walk
4 x 8 steps – Discover something
that looks like an animal.
Before you start the walk decide
on “today’s number”. What you
should do it each stop is decided
before the walk, written down
on notes that are folded into
lottery tickets. This increases the
excitement as you have to pull out
the lottery ticket when you stop.
You can also decide if everybody
should find the different things
or if you should split in the group
and allocate a person to do each
exercise.
Reflection: this is a combination of mathematics, powers of
observation, movement, creativity
and knowledge. The participants
in the group take turns to solve
the different tasks.
To make the walk have variation
you can take giant steps, jump
with feet together or on one
leg – the imagination has no
limits. Inventiveness is tested if
for example you cannot find a
beetle you then have to create
one. Multiplication is practised in a
practical manner.
”Stomach bread”
(about letting bread rise on
your stomach)
2.5 dL flour
1 dL warm water (if you’re using
dry yeast the water needs to be
warmer, see packaging)
1 teaspoon salt
breadcrumbs
1/4 of a packet of yeast
Mix the dry ingredients in a plastic
bag (at least 2 L) and pour in the
warm water. Knead the flour in
the bag so that all ingredients
are mixed and give the dough a
nice consistency. If you’re using
normal yeast it should be mixed
with water before it’s added.
Dried yeast is mixed straight into
the flour. When the dough is ready
and has been kneaded the bag is
closed with a knot so that there is
space for the dough to rise. Place
the bag under the sweater “on the
stomach” so that it gains heat and
the dough rises. When it has finished rising roll out thin pieces and
bake them in the frying pan, on
warm stones or on the grill. Brush
off excess flour. Burnt flour gives
a bad taste. The warm bread
should be enjoyed with butter,
cheese and a good soup.
4.
5.
6.
7.
8.
9.
you then bring home and later compost,
see tips below).
Metal (aluminium cans can be sorted separately).
Plastic
Combustible material
Other non-combustible material
Batteries (if they are environmentally
marked they belong to the section
non-combustible).
Environmentally dangerous debris (paraffin and paint etc.).
ported then transport should be as short as
possible. Consider having a wood store to
keep the wood dry and try to limit the use
of wood, for example by building fires that
use less wood. Don’t be wasteful with building materials you use to make the camp,
for example tree saplings (long poles), spruce branches etc.
Wood and timber
In Sweden there is often no problem getting
wood. Mostly you can fetch wood for burning and timber for activities from the forests, after talking to the landowner. But if
it’s a large camp you may want to consider
not putting too great a demand on the nature. If wood and timber have to be trans-
Glass
Paper
Reflection: To bake bread is an
activity for many senses. Not least when the warm dough is being
kneaded. When the dough rises
on the stomach you experience a
unique sensation. A conversation
about what happens when the
dough is rising results in, among
other things, knowledge of
chemistry.
194
Plastic
Velcro and hares
Nature interpretation – about
revealing the hidden stories of the
landscape
Humans have always spent time nature
guiding. We have over generations had to
understand enough about the nature around
us to survive. But parallel with industrialism
and the welfare state, knowledge about the
connections between humans and nature
have diminished. In an urbanised world more
and more people live distanced from nature.
It is a problem in a time when we face large
challenges regarding climate change and loss
of biodiversity. Knowledge and understanding
about nature are now essential for the survival
of humanity.
Nature interpretation is in this context more
and more important as a tool for knowledge, understanding and discussion about the possible
solutions. Nature interpretation can also help
to re-establish emotional relations with nature
for those that have partially or completely lost
them. Organised friluftsliv, and the meetings
between people that it generates, is an important arena for nature interpretation – not least
because the basis of friluftsliv is the feeling for
and the love of nature.
Nature interpretation is a concept that arose
some 20 years ago in the Nordic countries. The
concept gathers all activities that aim to give
knowledge and awaken feelings for nature. The
nature interpreter that takes you on the birdwatching activity, the “wise woman” at the outdoor
museum who teaches you which plants were
once used to reduce back ache, or the worker
in the county office using signs explains the
values that can be found in the nature reserve –
all of them are nature interpreters.
Nature interpretation is defined in the
pamphlet Nature guiding in the Nordic countries
(Nordiska minister rådet (1990) in this way:
Nature interpretation means giving a
feeling for and knowledge about nature.
Nature interpretation aims to increase
understanding of the basic ecological
and cultural links and the role of humans
in nature. This enhances the possibilities
for positive experiences in nature and for
increased environmental awareness of the
individual and of society.
195
(about spreading seeds)
Plants spread seeds in many
different ways for example with
the wind, water or with the help
of animals. The Velcro seeds are
equipped with hooks, that easily
attach to the fur of animals. When
the seeds fall off and grow the
animals have helped the plant to
spread itself.
Mark two areas about 10-15 m
from each other, these are protected areas. Choose a participant
as Velcro, who stands between
the marked areas. All participants
(hares) start off in one area. At a
given signal the hares must cross
over to the other side. The “Velcro”
should then try and attach onto a
“hare”. Hooking an arm through the
arm of the “hare” and creating a
couple. The next time the “hares”
run the “Velcro” tries to attach onto
new “hares”. It then creates a chain
where everybody links arms. The
outer people in the chain are those
who hook onto new hares. When
everybody has been caught the one
who was last attached is the new
Velcro.
Reflection: the exercise shows
how seed spreading happens
and enhances movement and
co-operation. Seize the occasion to
consider how other seeds spread.
With wings: spinning around a
certain distance (for example lime
and sycamore) flying like dandelion
seeds or falling straight down like
an apple (jump with your feet together). This exercise is suitable to
do in autumn and winter when you
can find fruit and seeds in nature.
Find your tree friend
(about having a tree friend)
Find a tree that you feel is good
for you. Touch it, hug it, give it a
name. Now you have a friend to
trust. Sit down by the tree when
you’re happy, sad or just want to
be alone. When you are near the
tree you will feel that both of you
belong together.
Reflection: Today many people
are stressed, worried or wondering about life. Then it can be
good to have someone to share
this with and the tree will be the
friend that is always nearby, ready
to listen, and letting you experience nature during the different
seasons.
Leaders of friluftsliv are according to this
definition nearly always nature interpreters.
They seek and develop methods to give people
the possibility to gain knowledge and feelings
for nature. They help their participants to get
out and feel safe outside. To experience starry
nights and hikes through landscapes, campfires
and how you become at one with the sea in a
kayak. To feel comfortable beyond the limitations of roofs and walls, ceilings and doors.
The term heritage interpretation has been
used long in English speaking countries. It
implies a special approach to communication
about natural and cultural heritage and is similar
to the Swedish use of nature interpretation.
In the USA people have been working with
interpretation since the early 1900s when the
national parks were created. The parks became
a strong national symbol that shouldn’t only be
experienced but also communicated and understood by their visitors. Today interpretation is a
world wide that spans over research, exhibi-
tions, nature and cultural management, tourism
and environmental communication.
The English organisation Association for
Heritage Interpretation describes what nature
interpreters do as follows:
… reveal the hidden stories of the landscape; making places come alive, happenings and ideas; provoking the thoughts
and giving memorable experiences; visualising our nature and cultural inheritance
through deepening our understanding and
widening our perspectives.
Many believe that through nature interpretation
we can discover and learn so much more about
ourselves and the world around us that we are
assumed to become environmentally friendly,
recycling environmental activists in one go. It
isn’t quite that simple (read more in Chapter
12, “Friluftsliv close to nature – an environmental learning opportunity”) but the communica-
196
Seasonal delicacies
tion that can develop between a nature interpreter and a participant in an activity makes
this possible. The nature interpreter that, together with their participants, can decipher real
and authentic things in the landscape gives us
a good basis for wider reflection. “What would
it have looked here a hundred years ago and
how might it look in another hundred years?”
Those of you who are leaders in friluftsliv have
the chance to describe the world, humans and
nature for your participants in situ in nature.
The discussions that in turn are based on your
(and others!) stories can help bring knowledge,
engagement and reflection. Your stories and
these conversations become more and more
relevant.
SLU Swedish Centre for Nature
Interpretation has existed since
2008 at SLU in Ultuna. The centre
works as a resource of competence,
for development and as a meeting
place for all who work helping to
increase knowledge of and feeling
for nature and the cultural landscape. CNV organises seminars and
education, gives out newsletters,
works as an arena for current nature
interpretation questions and strives
to increase the quality of Swedish
nature interpretation. Read more at
www.cnv.nu
EVA SANDBERG
A biological and geological expert and manager at SLU Swedish Centre for Nature
Interpretation
When the first nature school started on
Söderåsen in Skåne in 1982 it mainly worked with nature and environmental knowledge. Today education includes most subjects using a natural outdoors environment,
funnel chanterelles)
During the spring and early summer you can find lots of things to
prepare and eat, amongst others
fireweed. Leaves from fireweed
are fried in butter and salted.
They become lovely chips. The
uppermost part of the young
fireweeds stalk is boiled in lightly
salted water for five minutes.
They can be eaten directly or
fried in butter. Eat them together
with newly baked bread. The autumn delicacy includes amongst
other things funnel chanterelle
soup. For two people you need
0.5 L funnel chanterelles, 2
tablespoons butter, 1 tablespoon
of flour, 4 dL water, half a stock
cube, one dL of cream or milk,
salt and pepper.
Fry the mushrooms in the butter,
spread on the flour and stir. Add
water, stock cube and cream. Boil
for 15 minutes. Taste with salt
and pepper.
Nature schools
Nature schools can be found in almost 100
different places in Sweden. Some are owned
by the local authority and some are private
and they work in slightly different ways.
They all use the method “to teach in the
outdoors” which means that they use nature as a place for learning.
(about enjoying fireweed and
similar to those described in this book.
As a resource for teachers and pupils, Nature schools work together with teachers and
pupils in two different ways; either the nature school comes to the class or the groups
and school classes come to them. Some nature schools use both methods.
Mobile nature schools visit the class in
their home environment and can guide the
pupils in the local natural environment. The
nature schools teachers are often used to urban nature and can show examples of the
197
Binding a tripod
(about binding sticks together)
A tripod is useful in many
circumstances, for example for
hanging the pots over the fire or
to build constructions of different
kinds that have to be sturdy. Here
comes a description of a simple
method to bind sticks together for
a sturdy tripod.
1. Place three sticks of similar
length and diameter together as
shown in the picture. Fasten a
string/rope to one of the sticks
and wind it around the outside of
all three sticks many times.
2. Raise the stakes up and separate them. Bind the string as in
picture (2) and pull tightly so that
the tripod becomes stable.
3. Finish off by winding some extra
times in another direction and tie
off carefully either on the starting
string or onto the tripod.
bustle of life in the ditch behind the woodwork classroom or show how the surrounding nature can be used for education in different subjects. Apart from competence they
also bring with them lots of resources and
tools for education outdoors.
Nature schools that you visit usually have
prepared pedagogical environments that inspire learning. They are normally situated
in areas with good access to nature and are
an ideal starting place for excursions in the
surroundings. All practical considerations
for outdoor lessons have already been dealt
with, for example agreements with the land
owner, handling wood and deciding on suitable rest places. These schools also have
both knowledgable staff and suitable materials available.
Developing the competence of
teachers and leaders
Many nature schools offer teacher development in, for example, outdoor pedagogics,
learning for sustainable development or something more subject specific, for example
maths or history in the outdoors. The nature
schools have also written a number of books
with lesson suggestions in different subjects
to be run outdoors, see more in the chapter “More inspiration” on Page 258. When
teaching in nature a basic outdoor knowledge is essential for the pupils to feel safe.
198
Playground maths
Nature schools can train teachers in these
skills on development or teacher training
days
(about using personal measurements)
Planning for outdoor pedagogics
Many schools are making their playground
environment multi purpose. It can be used
for games, movement, rest, reflection etc as
well as a space for learning (see more about
the school yards above). Nature of schools
can be a useful resource in this work.
Discovering technologies
GPS, RFiD, SMS, & MMS are abbreviations for
different technologies that are common today.
New ones arrive and others are simplified
and become cheaper so more people without
specialist knowledge can use them. We can’t
say what the next technology that will make the
natural and the cultural landscape more accessible will be, but by using different technologies
for different purposes we can influence it’s
development.
Some years ago the inspection camera was
something expensive that was used to inspect
inaccessible holes. It is still used for that today
but the price has now dropped making it suitable for other uses, such as looking into a birds
nest. The next step was to connect the camera
to a smart phone and this immediately opened
up new possibilities. What was previously difficult and expensive has become cheaper and
more usable today.
One can wonder about which technology is
most suitable for outdoor teaching. Is it digital
aids, optical instruments, bird call pipes, or
what is it? In my opinion it’s anything that helps
me show and visualise in a different manner.
The technology can enhance the guide or the
teachers stories. I have a friend who builds exhibitions about nature and he uses expressions to
describe his way of thinking in as many ways as
possible. He calls it rainbow storytelling, to say
the same thing in many different ways. It describes in a good way how I view using technology
to enhance the story
The map and the compass are aids in orienteering but without decoding the map, translating
it to what I see on the terrain and understanding
the best route to choose the technology doesn’t
help me much. So, how do we make it easier
for more people to go out? The most common
way, that we don’t see as technology, is to build
cairns or to mark the path. To walk on a marked
path gives a feeling of safety and of knowing
where you are, and where you are going. In
a way, it’s the same feeling as the GPS gives
199
The participants get a task to
guess how far a given distance
is (at least 20 m) and write this
down. They then have to in small
groups guess how many “ant
steps” (1 foot is placed in front
of the other, toe against heel)
the group take communally and
then write down the results. In
the next exercise they have to
measure the distance using outstretched arms. Then they have
to add up the groups arms and
write down the result. In the third
exercise the participants have
to take normal walking steps –
count these, add them together
and write down the result. Using
these results the participants
then have to try and work out
the distance. Let the participants
double check by measuring ant
steps, outstretched arms and
the walking steps. After that
they work out the length of the
distance. How does it coincide
with their estimates? Decide who
got the closest by measuring the
distance with a measuring tape.
Reflection: this exercise can give
a feeling for distance, their own
personal measurements combined
with maths. Their own guesswork
and measurements become an
exciting mathematical exercise.
about what to see and the chance to view it
at home on the screen. In its more advanced
form, you can use a smart phone to look
around the landscape and get a picture of
how it would have looked like previously.
Standing in the ruin of a house an image of
the whole house can appear and you could
perhaps go into the kitchen in the year 1872
and eat breakfast.
What should be
removed?
(about comparing in order to
disappear)
Gather four natural objects for
example pine cone, spruce cone,
nut and stone. Discuss with
the group which objects have
things in common and which
should be discarded. In this case
the stone should be discarded
because it doesn’t grow. Or the
nut should be discarded because
it is round. The spruce cone
should be discarded because it’s
been eaten by an animal. The
discussions can be intensive
when you argue for your object.
It’s important to be convincing.
When you have decided which
objects should be discarded new
ones are found.
Reflection: this is a way to look
at objects, their similarities and
differences as well as arguing as
to why one should be discarded.
This is an exercise in observing
details, making arguments and
accepting defeat.
Technology can be used in a way to
reach new groups and help them get out,
for example geocaching or Pokémon GO. It
can also be used to make the visit to nature
have a deeper dimension in the form of facts
and knowledge. Facts on the map that was
given to you at the tourist information, signs
along the path’s or a GPS coupled “App”
that guides you when you’re walking. The
borderline between using different technology
to discover and using them to pass on facts
is not clear. It is you who decides when,
and in which way, technology will give your
participants more ways to learn, to see and
to experience.
when you are in unknown terrain. Just like all
technology it has its weaknesses, the colour
fades away, the markings disappear or the
battery in the GPS runs out.
The old paths carry some of our oldest
stories. They lie like a red thread through the
landscape, through periods of time. But the stories are becoming harder to follow when society
develops and hence the collective memory are
changed in a manner that distances us from
understanding the landscape. It is here that
tools such as Augmented Reality
(AR) have a place. In a simple version we can
see it as map programs such as “Google Maps”
or the Tourist Information sites with details
200
Different types of technology create
different possibilities to widen or deepen an
experience. A risk, that I believe is worth taking, is for the technology to become a filter
that changes the direct meeting with nature
to a “screen meeting”, similar to what I could
experience at home, eventhough it’s real.
Do as humans have always done; use old
technology in new ways and new technology
in old ways, in short: dare to try and have fun
with your participants.
Curious greetings
ANDERS JOHANSSON,
Outdoor teacher at Friluften
C haracters
The lime (Tilia cordata) is the tree of happiness and the love. According
to folklore it was the tree in which the elves and pixies lived. It was
therefore important to care for it. The lime was often seen as the “care
tree” that protected houses from thunder and lightning. The leaves are
heart shaped, with one side slightly larger than the other. The yellow/
white smelling flowers were dried for tea. The fruit are nuts that are
spread with the wind. The wood is white and soft and can be used for
fine carving. The inner bark fibre was used to make twine (instead of
rope). Lime charcoal is top quality for drawing (see the activity tip “a
mini charcoal kiln”, Page 118).
Lime
The wych elm (Ulmus glabra) is a tree that can become up to 500 years
old. The leaves are tough and hairy on the top. Brush it over your cheek
and you can clearly feel “daddies beard”. The elm produces inconspicuous flowers before it’s leaves develop. The unripe fruit can be eaten
and are nice in salads. The wood is hard and is often used for furniture.
In the old days wheels, skis and the keels of boats were made out of
elm. The inner bark is rich in starch and was once used to make the best
and most easily baked bark bread.
Elm
The broadleaf plantain (Plantago major) leaf rosettes grow close to the
ground. They have a long, stiff stem with small flowers. The leaves can
be applied to a wound so that it will heal and grow together. For toothache a fresh or dried root was placed on the tooth. The plantain was
called the white man’s footsteps. The Europeans brought the plantain
seeds that got stuck on their shoe soles, clothes and belongings on their
route to the New World. The plantain leaves were also used also to
predict the future. By carefully pulling off a leaf and looking to see how
many threads stuck out from the stalk you could predict how many
children you would have.
Broad leaved plantain
The white daisy-like chamomile flower (Matricaria chamomilla) has a
sweet and spicy smell that reminds us of the wild strawberry and apple.
It is one of our oldest medicinal plants. Chamomile tea has been used
for colds, bad digestion, weather tension, colic etc. Chamomile grows
as a weed on fields and by the roadside.
Chamomile
201
Characters
Magpie
One of the commonest birds in Sweden, that can be found throughout the country, is the magpie (Pica pica). Magpies live in pairs and
stay together for life. The nest consists of twigs with walls, a roof and
two entrances. In the bottom the magpies make a bowl of clay. Many
nests can lie on top of each other creating a “multi-story house”. The
saying goes: “if the magpie builds low to the ground the summer
will be dry and warm, if the nest is built high it will be rainy”. The
magpie is an omnivore and sometimes takes birds eggs and chicks. It
was previously seen as the holy bird of the house that brought luck.
“Where the magpie builds a nest the farmer can rest at ease”. To
damage the nest or the eggs could bring bad luck. If the magpie stays
close to the door and croaks, then visitors will come.
Woodpigeon – Stock dove
The woodpigeon (Columba palumbus) is pastel coloured in brown
and grey tones. The head is relatively small with a short break. You
often see them walking on the ground.
The wood pigeon is the largest dove with white colouring on the neck
and wings. It is also a dark band on its tail. It’s often seen in crops, in parks
and open places in the city. The sound is a soft “ko-koo-ko, ko-koo”.
The stock dove (Columba oenas) has black wing tips and two black
wing bands. It thrives in deciduous forests. It’s call is a two syllable
“oo – vó”.
Hedgehog
The hedgehog (Erinaceus europeaus) is one of our oldest mammals.
It is often lives in close proximity to humans where it finds food in
the garden, amongst other things insects, worms and birds eggs that
it finds in nests on the ground. We often give it milk which it doesn’t
digest so well, water is better! An adult hedgehog can have roughly
5000 spines. It hibernates in winter, preferably in leaf or twig piles.
The hedgehog is the landscape animal of Gotland.
202
Friluftsliv, health and quality of life
– About friluftsliv as a method for health
BY MIKAEL QUENNERSTEDT, MARIE ÖHMAN AND JOHAN ÖHMAN
Health and contact
with nature
Petra jumps: About the positive effect
of fresh air
“Now I’m jumping”, shouts Petra, looking
around from her position high in the tree.
Admittedly there’s no-one underneath, but
it feels quite high and a little scary and then
it’s important that many people are watching when you dare to take the leap. Many
other friends and even the teacher look up
from their games among the branches, stones and piles of leaves. And Petra jumps
down!
To spend time in nature has long been
considered healthy for children and young
people. At the end of the 1700’s Jean-Jacques Rousseau argued that children have a
natural need for movement and learn best
through their experiences of reality. He therefore regarded nature as an ideal place to
develop young people into free, independent and thoughtful individuals.
These ideas on the benefits of fresh air
and outdoor experiences for the next generation were also a driving force in the movement for outdoor activities for children
and young people in the 19th century. In
the Swedish National Plans for School Buildings of 1865 it was written …“the children should always, equally during rainy and
hard weather, spend play time in the open
air” and that “play as much as possible
should be conducted outdoors”.
Later, when sports days became obligatory
in the primary schools of 1942, the Swedish
National Board of Education believed that
“hard and strengthening outdoor activities”
would be a “healthy counterbalance to other
school work”.
Today these words seem rather oldfashioned but the positive effect of nature on young
people and children’s health, is still one of
the most important arguments for friluftsliv.
Many reports about children and young
people sitting still and being generally inactive indicate the risk of widespread ill
health in the future. This is what it says in
the Swedish curriculum for the compulsory
school, preschool class and school aged educare (rev. 2018):
203
Young children in
nature
(about children’s own
activities)
By conducting outdoor activities
daily your practice will meet the
shifts in nature. Small children
don’t need organised activities,
they know the art of discovery,
enjoyment and training their
senses. By using play clothes
there is no problem to jump
in puddles, what joy when it
splashes. Finding out that you
can make the water splash is an
observation of cause and effect.
Pulling the branches when it’s
rained or snowed, something
happens then as well. To climb
over the fallen tree is a great
exertion that develops muscle
power. Up onto the stone and
skip down on your bottom. Here
you don’t need any factory made
slides. When the sun shines it
feels warm if you turn your face
towards it. A worm! Oh dear
it’s happened to be split in half
through careless handling. The
snail that’s coming along the
path studied for a long time. A
special stick must be brought
home.
Reflection: To be out with small
children can give the adults an
indication of how much there is
in nature that is interesting. Here
you need patience (you don’t
move fast) and be appropriately
dressed. As an alternative to all
plastic toys, bring some things
back from nature. Stones, cones,
sticks can initiate activities back
home.
Physical activities and a healthy lifestyle
are fundamental to people´s well-being.
Positive experiences of movement and
outdoor life during childhood and adolescence are of great importance if we are
to continue to be physically active later on
in life.
In the Swedish curriculum for the preschool
(Lpfö 18) it is noted:
Children should be given the opportunity
to develop comprehensive mobility by
being able to participate in physical activities and spend time in different natural
environments.
Nature and health in an historic
perspective
The relationship between nature and health
has interested people in many different ways
thoughout history. A common idea has often
been that when people lived in harmony with
nature then they had a good health. Certain
philosophers with romantic ideas, especially
Jean-Jacques Rousseau, as previously mentioned, were highly critical of urban life. For
Rousseau the natural and simple life-style in
the countryside was the counter balance to
the unhealthy and artificial life in the city.
These romantic ideas, with an alternative
scientific point of view and a deep criticism
of civilisation, have persevered throughout
this century and can largely be seen as a
reaction against the scientific and technical
development of industrial society. The natural landscape was seen to be pure as opposed
to the artificial, commercial and manufactu-
red environment of the city.
On the one hand there was a belief in
developing the city landscapes whilst on
the other hand there was nostalgia for the
natural landscape. When humans were distanced from nature it became exotic at the
same time. People became distanced from
the wild with the same breath as they dreamed about it.
People supressed their animalistic feelings
at the same time as they longed for the natural and moved out to the countryside in
their summer holidays.
It could be said that the effective and rational life of the industrial society was compensated for by peace, quiet and rest in nature.
This dual feeling could be explained in the
terms of living in a world where control and
discipline often prevail whilst at the same
time there is a longing within us to meet the
uncontrolled, both in ourselves and in the
environment around us. Based on this it can
be considered that free time in nature has
totally different qualities from every-day life
in the city and the toil of the manufacturing
society. Qualities such as sensibility and integrity and thoughts about the body have
been coupled to the wild, the emotional and
passionate.
The relationship between health
and friluftsliv
It is not so easy to clarify how friluftsliv affects people’s health. In our meeting with
nature cultural patterns coincide with our
biological conditions. Hence, different people have learned to experience different
things when they’re out in nature. For some,
friluftsliv is a necessary breathing space and
feeling of harmony and meaningfulness, and
204
Awaken your senses
(about seeing, listening,
tasting and feeling)
In nature you can train your senses.
Draw or paint these experiences
afterwards. This is a great occasion
to create without peer pressure or
a need for perfection. Because,
who knows what a spruce smell
should look like?
for others it’s associated with something
cold, wet and full of mosquitoes, where you
eat strange food and sleep uncomfortably.
There are at the same time many things that
indicate that there is an evolutionary basis
to our positive experiences of nature. Our
senses, our bodies and our brains are from
this perspective not made for an indoor
life in the city and hence we experience a
harmony when we live in the natural landscape in a way and in an environment that
we were biologically created for. Against
the background of the complexity of the
above it is hard to point to direct connections between friluftsliv and health, even
if important indicators can be found (see
also chapter 10, Suburban friluftsliv, Page
175). Hence quantitative statements like:
“if children go out in the forest this or that
many times a week then it will have this effect on their health” are problematic. It is
further compounded since the concept of
health has many dimensions and can mean
different things to different people. Furthermore, friluftsliv can be performed in an infinite number of ways. To continue this reasoning around the importance of friluftsliv for
children and young people’s health we must
clarify what we mean by health and which
type of friluftsliv we refer to.
Perspectives on health
Health as a philosophical vision
What do we mean by health? Scientists, philosophers and authors have for centuries tried to capture the concept of what health is.
Their descriptions have always been based
on fundamental ideas and values of how the
world is and how it should look like.
Different power structures in society, for
example religious or scientific, have therefore had an impact on what health means.
Change or modifications to the concept of
205
Sight. Look for something very
large, like the sphere of the sky
and the shape of the landscape
but also for the very small like
the pine needle attachment to the
branch, the sand grain’s shape
or the “fantasy tree” of the moss.
Hearing. Sort through and then
peel away the sounds of civilisation
(cars, people etc.), nature sounds
(rustling of leaves, birds, mosquitos
buzzing), so that you can then hear
your own sounds (the rumbling of
your stomach, the beating of your
heart…).
Smell. What does the earth smell
like in the spruce forest, out at the
edge of the moss or by the lake
shore?
Taste. Make different herb teas (see
for example the activity tip “Stone
age tea” and “In nature’s tea store”
in chapter 5). Let the participants
guess what is being served.
Touch. Learn to recognise different
plants through touch, close your
eyes, ask somebody to remove one
plant. Which one was removed?
The sixth sense. Lying still with
peace in your mind sometimes you
can hear how the trees are talking
to each other and have the birds
are wondering who is lying down
there seemingly asleep.
Reflection: Stimulating the senses
can be a way to get the liveliest of
children to take it easy for a while.
Meow
(about a game where kittens
are looking for their mother)
When kittens are born they are
blind and therefore dependent on
the cat mother. To express where
they are the kittens “meow”, but as
soon as they find their mother they
quieten down.
When the game starts everybody
has to close their eyes. The leader
selects somebody to be the cat
mother. The cat mother is the only
participant allowed to see. The
rest of the participants move with
their eyes closed within an area
and as soon as they meet someone they have to say “meow” (sound
like a cat). The one they meet then
answers with a “meow”. But when
a participant meets the cat mother
she may not answer. The kittens
then place themselves behind the
cat mother with their hands on
her shoulders or if there is already
somebody there then after the one
that’s last in line. As soon as the
kitten has reached safety with the
cat mother it can see again but
has to be totally silent. If a kitten
doesn’t meet the cat mother but
a kitten in the line behind her then
that kitten can join the line at the
end. But the cat mother and her
tail of kittens moves within the
area so that those who have their
eyes closed have a chance to find
her. The game continues as long
as there are kittens with their eyes
closed.
Reflection: this game demands
that you trust yourself and don’t
cheat. When you close your eyes
you become a bit unsure and it’s
often easier to peek a little. If you
do so you are breaking the rules.
health can clearly be seen as power structures have changed in society. Health is therefore not a given, but instead a cultural phenomenon related to the context where the
concept is being used.
Health has historically often been associated with the dream of the good life and often
been described as an utopian and desirable
ideal condition. The absence of illness and
death has been an essential part in many religious traditions. The myth of Paradise for
example in the Jewish/Christian tradition or
the ancient golden age are good examples
of utopian notions, where humans lived in
harmony with nature and the spiritual. Life
as it appeared in reality with work, illness
and death was seen as a punishment for sin,
when humans have abandoned their purity
and acquired torments.
Within Christianity a good life, or health,
was following the will of God, with the
Bible and especially the 10 Commandments
as the moral and ethical code for all to follow. Sickness and death naturally appeared
in the Christian view of the world as punishment, a fate or a godly warning to humankind about the “shortness of life on earth
and it’s mortality”. The idea that there was
a life after death meant that people felt that
their life on Earth wasn’t so important, as
life after death was a gift from God. The
Christian perspective of the world gave a feeling of completeness and reality that could
be explained as the work of God. But with
the decline in the influence of Christianity
the rise of the science, with it’s rational thinking, became the dominant ideology regarding health.
206
Health as a science
In ancient times nature was superior to the
art of healing and was highly respected. It
was the nature that healed illnesses, not the
doctor. The doctors only simplify the work
of nature. This thinking about the natural
life persevered, but during the scientific revolution in the 1600’s it changed towards
nature being something that should be conquered and made subordinate to mankind.
The search for the ultimate objective truth,
reduced to mechanical terms, became all the
more important. People rejected the conventional understanding of all illness having the
same base and a so-called biomedical approach, where health was conceived as the
opposite of disease, began to emerge. Body
and soul as well as mankind and nature were
considered to be dualistically separate. The
soul was an expression of God and couldn’t
be studied scientifically. The body however
was considered to be a machine that could
be studied from outside and all its parts.
People were healthy when the machine (the
body) worked and sick when it didn’t. As
the concept of disease came to dominate medical science and not the concept of
health; disease and health were considered
to be opposites. Health was hence seen as a
condition in the absence of illness.
”...complete physical, mental
wellbeing...”
At the start of the 1900’s healthcare became
more specialised and doctors gained a higher status in society. Science took over the
role of religion as main bearers of “truth”.
The medical view on disease and health has
been predominant throughout the 21st-cen-
tury and still has a strong position regarding
these questions. But the health concept was
developed during 1900’s on parallel fronts,
where (natural) science stood for one perspective whilst other areas stood for a more
holistic concept of health. One sign of this
was the World Health Organisation (WHO)
almost classical definition of health from
1948. It focussed on a vision of health that
emphasised the healthy and also the social
life of humans, instead of only disease and
absence of disease. This definition has been
important in the debate about health and the
concept of health and has stimulated more
profound and holistic health theories:
Health is a state of complete physical,
mental and social well-being and not
merely the absence of disease or infirmity.
The enjoyment of the highest attainable
standard of health is one of the fundamental rights of every human being without
distinction of race, religion, political belief,
economic or social condition.
WORLD HEALTH ORGANISATION, (1948)
WHO’s definition describes health as something positive that concerns the whole
human being and her whole life situation.
The human being is a combination of
physical, psychological and social characteristics, she can think, feel and perform
actions. She is even a social being that acts
in a social and cultural context. This means
that a number of different factors influencing
health need to be considered rather than just
individual factors.
207
The snake guards the
treasure
(about a game where you
practise creeping)
In the forest there is a treasure.
The problem is that the treasure
is guarded by a diligent but blind
snake. As soon as the snake
hears a rustle it hisses.
A participant is selected to be
the snake and a blindfold is placed
over their eyes. The snake sits
on the ground with the treasure in
front of them (it could be anything
from a hat to a nicely wrapped
package). Mark a circle 10 to 15
m around the snake. It is now the
aim of the children to creep up to
the snake and take the treasure.
If the snake happens to hear
something it’s reaches out the
arms toward the direction of the
sound and hisses. The one who
was discovered then has to start
from the beginning. The participant
who takes the treasure can be the
next snake.
Reflection: this game gives
training in creeping and making
precise movements as well as concentrating and being attentive. The
aim is to adhere to the rules of the
game, to start from the beginning
when you’ve been discovered. This
game can also be played when it
is dark. Then the snake does not
need a blindfold over the eyes.
Instead of pointing, the snake has
a light ray from a torch that they
aim at the sound.
The scruff in the
basket
(about searching for natural
objects)
In order to make a hike more
exciting the leader can have a
basket with the animal “Scruff”
hidden under a piece of cloth.
Scruff is a curious creature and
wants to receive different natural
materials from the children during
the walk. It could be for example
a spruce cone. All the children
then run to find a cone. You look
at everybody’s cones and decide
on a special cone that is placed
in the basket. The next thing to
be found could be a white stone.
Then you maybe choose a white
stone to put in the basket. When
you get to the end of the walk
the animal Scruff (that could be
a handheld doll or a stuffed toy)
is revealed and together you look
through the objects collected.
Reflection: Here the children
practise looking for certain pre-determined objects in nature. They
can also learn knowledge of species, shapes, colour or textures.
Together discuss what has been
found and decide which object
should be placed in the basket.
This practises cooperation. As a
leader it’s important to be attentive
so that everybody gets to show
their objects and everybody gets
to place something in the basket.
Health work as a mobilisation of
resources
How could one regard health today and
which type of health vision is applicable to
friluftsliv – and in particular in working with
children and young people?
The biomedical stance has a dominant position in large parts of society and it is therefore relevant to study or prevent factors that
cause illness. But in education, in this case
within friluftsliv, this point of view brings limitations to the health developing potential
of the outdoors. Frilufstliv is seen as a positive influence on health not only by avoiding
the things that cause illness. But what are the
alternatives.
As a result of the criticism of the biomedical approach another, more profound and
more holistic view of health have emerged,
inspired by the WHO health definition. These theories give a wider meaning to the concept of health. Here physical, psychological
and social factors inter play and the presence
of something positive, for example quality of
life, well-being or meaningfulness are cen-
tral. We often say that these health theories
have an action theoretical or salutogenic
approach to health.
The person is according to these theories
seen as an acting being in social relationships and salutogenic roughly means “that
which creates health”. The whole person’s
functions and activities are taken into account, and the parts are only interesting if
they can be seen as factors to the functions
of the whole. It is hence not the parts that
determine health but the total life of the individual. Health is seen as a dynamic process. The individual has according to these
perspectives the chance and opportunity
to shape their own life. It often centres on
choosing the right actions, where health is
seen as a means or a condition to live a good
life. Health work with children and young
people in this perspective employs resources
to understand, handle and create a balance
in life as well as finding a meaningful existence. Here friluftsliv close to nature can be
an important factor for many.
208
Disease and well-being
The term health can also be described in
a model with both an objective dimension
illness, and a subjective dimension, well-being. An individual has health when she
experiences well-being and doesn’t have
any illness. Four conditions can be called
“health”, “well adapted chronically ill”,
“risk of illness” and “suffering”, see the Figure below.
Based on these areas an individual’s
health situation can be considered. What
is then seen as well-being and illness will
be both an individual and a cultural phenomenon, amongst other things depending
on the current health view and the view of
what it means to be human. Health can as a
consequense be affected by a number of different factors both external and internal as
well as by human activity. Examples of external factors are physical environment (on
local and global level), cultural environment,
psychological environment, living environment, social networks or economic standard. Internal factors are for example physical strength, psychological strength, interests
or illness. The human activity is what I do
with my life. Health is then created through
human action. It then becomes interesting
to see how friluftsliv and meeting nature
can develop health at a more profound level
where both objective and subjective factors
are incorporated.
Well-being
Who lives in the tree
stump?
(about using imagination)
On a walk through the forest there
is lots to look at. Not least, the
tree stumps and the moss clad
stones. Who lives here?
Split the children into small
groups and let them with the help of
their imagination and a magnifying
glass explain who lives in this tree
stump and what happens there.
Reflection. Through studying,
fantasising and retelling the children
practise expressing their experiences. Here you also experience different shapes, colours and smells.
Name game
(a game that practises species
knowledge)
Well adapted
chronically ill
Health
Lack of
illness
Illness
Risk of illness
Suffering
Lack of well-being
209
This game can be played where
there are lots of stones and trees.
Here you practise the names
of species of birds, mammals,
flowers and fish. If the leader calls
“seagull” then everybody has to
move from the ground up onto a
stone or up in a tree. If the leader
shouts “elk” all participants have
to stand on “all fours” (hands and
feet on the ground), Wood anemone - stand with your feet together
and the arms above the head,
“pike” – lay down on the ground.
When the leader has called a few
times then the participant that
was first can choose the new
name of a species.
This-we-just-haveto-do
(about having pre-determined places where you do the
same things)
When you walk to your home
place in the forest the walk can
be made more exciting by doing
things along the way. It could
be to creep under the spruce,
climb up onto the large stone,
climb up into a tree, jump over
the path, walk in a line with
hands on each others shoulders
around a sharp bend.
Reflection: by repeating
activities the child becomes
accustomed to its environment
and begins to explore alone and in
this way increase their experiences. The feeling of security can
then help the child to dare to try
something new.
Experiencing your
senses
(about leading a friend)
The participants pair up. One
in the pair is blindfolded. The
“seeing” child leads their
friend in nature. Here you can
challenge the senses by giving
the blindfolded person different
tasks for example:
– How does the terrain feel
where we are walking? uphill,
downhill, hard, soft?
– Can you feel with your hand
what you’re holding?
– Taste this! Can you guess what
you are eating?
– Smell! What is this?
– I’m stroking this against your
cheek. Does it feel soft, hard,
warm or cold?
Friluftsliv and health
The growing up conditions of
children and young people today
Children and young people’s health situation
today must be understood in relation to the
development of society. The quick pace of
change in modern society strongly influences
the life situations and habits of children and
young people.
There is a strong need for young people
to adapt and function in the modern society and there are many descriptions of the
consumer society affecting human health.
The modern society is characterised as a
world of technology and bare facades, whe-
re urban inhabitants are distanced further
from the rhythm and senses of nature. In
such a critical stance to civilisation human
isolation from nature is seen as a mirror of
the individual’s isolation of oneself. Many
people in our culture spend their life trying
to realise ideals to impress others, to become
famous, and constantly perform and strive
for a higher material standard. Our society is in other words largely embossed with
the values and rhythms of technology and
material production. People therefore find
themselves in a conflict which expresses
itself in an existential uncertainty, making
210
them question themselves and their life projects. They are therefore seeking alternative
life values.
An increased supply of mass and social
media and other types of commercial activities occupy a large amount of time in the
lives of young people. Youth have a strong
purchasing power which is courted by the
entertainment industry, social media and
adverts. Most children born in Sweden today grow up in an urban environment. It
is thus the responsibility of adults to widen
their world – and give them experiences and
knowledge that contain alternative values.
They need real impressions and experiences that go through their own bodies and
not only artificially experienced via mobile
phones and computers. Against this background it becomes interesting to discuss the
relationship between health, nature and friluftsliv.
Friluftsliv as a method for health
We can consider the relationship between
friluftsliv and health from two different
approaches. The first is about seeing friluftsliv as a method to reach certain goals,
the other as a goal in itself, in other words
that it is the intrinsic value of friluftsliv that
is in focus (see chapter 2 “From a natural
life to friluftsliv”, page 29). This approach
can be seen as two extremes to facilitate our
understanding. In practice these approaches
are mixed and play a larger or a lesser role.
Friluftsliv as a method means that the
value of the activity in nature is primarily
outside the activity itself. It could be a way
to strengthen a person’s health. This implies
that friluftsliv has a value only if it fulfills
this aim. The meeting with nature is of su-
bordinate interest, the benefit is the main
thing.
From a health perspective the benefits of
different activities in nature are generally aimed at the physical health, for example to get
a better stamina, increase muscle strength or
stimulate motor skill development. Nature is
then an environment, when you train your
body through for example games, walking,
orienteering, canoeing, skiing or running.
There are a number of studies that show
that friluftsliv has a great benefit for public
health in this way. A large proportion of
Swedes get their training through different
activities in the outdoors. Pre-school children that have spent lots of time outdoors are
generally healthier than children who spent
lots of time indoors. Children who have been
allowed to play freely in natural environments generally have better motor development
than those who play in constructed environments.
Friluftsliv as a life quality
It is however important to be aware that the
above described way of using nature more
or less as a backdrop, doesn’t necessarily
lead to a deeper relationship with nature.
It is also not self-evident that this approach
touches people’s health on a deeper plane.
From earlier descriptions of children and
young people’s growing up conditions today
we mean that it is precisely these deeper dimensions of health that are in great demand.
That should mean that the friluftsliv where
there is a meeting with nature as a life quality and a goal in itself is the most important
in order to promote children and young people’s health.
211
Patterns that unite
(about similarities between
people and dandelions)
Bring the group to the nearest
grassy area where the dandelions
are standing shining like clear yellow small sunshines. Normally in
spring or autumn it’s easy to find
a bunch. Split the participants into
smaller groups and let each group
sit in a ring around a dandelion.
The task for each group is to
find as many similarities between
a dandelion and a person as they
can!
Let the groups have plenty of
time and ask them to write down
what they come up with on a
piece of paper. After questions
and a slow start the discussion
and creativity normally flows. It’s
about finding patterns that unite,
the glue that creates meaning and
context in life.
Reflection: Normally the participants discover that much more
unites people with dandelions than
separates them! Such insights
can often make the feelings for a
dandelion change and you discover that there might be reasons
to question our relationship to the
dandelion. From having looked at
this flower as a weed you might
even see it as a co-representative
for life on this planet. This can
also be a way in to discussing
more general questions about how
we understand and relate to life,
the living and the world.
Reverence for the
values of nature
(about taking responsibility
for nature)
To leave a place in the same
way as it was when you arrived,
should be a given. That means
that natural material that has
been used for different activities
should be returned to nature. By
selecting two participants, who
together can find a nice place
to put the material and at the
same time say “thank you for the
loan!”, you treat what you have
used with respect. It becomes
an exercise in showing respect
and understanding for the ecological system. In connection with
this it’s suitable to talk about
cycles and what happens when
things break down.
Reflection: to give thanks for the
loan is a way to show humility in
front of nature’s values. When you
work with small groups it is good
that somebody in each group
takes responsibility for returning
material that has been used. It
is also a way to create a larger
understanding for things that grow
and also get the participants to be
responsible for their actions.
This approach aims for friluftsliv to provide
unique experiences and that these experiences have their own value. The meeting with
nature that has not obviously been controlled by man is of great importance. The individuals meeting with herself and other people are also seen as important motives for
friluftsliv.
Friluftsliv accordingly becomes a part of
health as it is a way of getting to know yourself, get perspectives on life and create meaning. In other words it is the existential dimensions of friluftsliv that are central rather
than it’s endurance building qualities. The
primary importance of friluftsliv for children
and young people’s health is therefore that it
offers them an increased quality of life.
Nature is seen as a sanctuary where we can
escape our complex reality, chaos of society
and problems of everyday lives. Friluftsliv
then becomes an antidote to our everyday
lives and enables us to reach a balance in our
existence. This approach builds on a romantic tradition and is often embodied by a large
measure of criticism of civilisation and can
therefore be considered a possible vehicle for
societal change. An important educational
purpose is to show the alternative life values
and an alternative lifestyle (see chapter 12
“Friluftsliv close to nature – an environmental learning opportunity”, page 217). The
rich but simple life close to nature is here
highlighted as an ideal in life.
The health education qualities of
friluftsliv
When people describe their nature experiences from a deeper perspective the following
qualities often feature:
– In nature we can experience peace and we
seek silence, quietness, and tranquility.
212
– In nature there is also the opposite, the
excitement and challenge. This adventure
theme often occurs in conjunction with
very extreme and cool activities. But for
most people the canoe trip on a relatively
still river or a walk along a way-marked
trail is sufficiently challenging. Even a
walk in the forest close to home contains
uncertainty about what could happen.
There could be an elk in the middle of
the path around the next corner. Friluftsliv becomes a contrast to our otherwise
regulated, monotonous and predictable
life.
– Irrespective of what you’re seeking from
friluftsliv the situation is concrete and
tangible. Compared to our every-day lives it is a simple reality, where the demands on us and our needs are clear and
evident; if your stomach rumbles you
need to eat, when tired you need to rest
or sleep, in order to move on you first
have to wade across the river etc. More
and more of our free time is otherwise filled by other people living our lives, playing, laughing and crying for us in films,
TV and via social media. Friluftsliv is
about real things that are noticeable with
our own senses; to experience tiredness,
hunger, pain, happiness, satisfaction of
eating and joy. The results are that we
meet ourselves in a way that enables us to
gain new energy and build us up. When
we have managed the challenges then we
grow as people.
– Nature as an antidote to every-day life gives a feeling of freedom. The free space,
without the constraining walls and with
the sky as a ceiling contribute to the fe-
eling being physically noticeable. But there is also a psychological freedom through
the absence of constraints and musts that
are externally enforced. Each situation offers a free choice: “I can take this route or
that, I can eat now or in an hour and I can
sit here in the sun or ski up to the top of
the mountain”. The concrete reality gives
a direct feedback as to whether your choice was wise or not
– Being together and experiencing a feeling
of community with other people provides
additional qualities that are important for
health. It could be grilling sausages with
a class or a more tangible need for close
cooperation in smaller groups in connection with risky activities.
– People for whom friluftsliv is a goal often
talk of it being a way of gaining perspective of themselves and life as a whole. This
wholeness often seems to have ecological
significance. Perhaps it has to do with our
affinity to and reverence for living things.
Our ability to love living things becomes
a source of strength.
Friluftsliv as an alternative body
culture
Against the background of children’s
growing up conditions in today’s society being in nature has a value as both a life rich
with simplicity and as an alternative body
culture. Today we see a tendency towards
institutionalisation of play and movement,
where activity is done in a regulated organised manner in separate play and activity environments. The supply of physical activities
on offer for our children is often performance
orientated, where the competitive element is
213
The trees buds
(about visualising details that
simplify recognition in winter
Many people recognise trees
when they have leaves, but it is
harder when they are bare. Studying the structure of trees and their
silhouette can give clues. Another
way is to study the buds of trees.
Use, if possible, a magnifying box
so that the details are easier to
see. Certain buds are hairy (for
example rowan and hazel), others
are round with shiny exterior or
spool shaped and sharp (beech
and aspen). In his book Väntande,
spännande natur (1992) Anders
Rapp describes the buds of trees
giving them characteristic names,
for example Violet Alder, the Twin
Maple, Sharp Aspen… (you can
also find these names if you look
up the Swedish word for buds
“knoppisar” on the internet).
In the following exercise the participants get to study the details
of the tree. Divide the participants
into groups (3–6 in each). Every
group gets given a tree where
they should study a bud and by
using snow make a bud sculpture,
the same height as one of the
group members. The forest is
transformed through this exercise
to a sculpture park.
Reflection: this activity requires
snow that can be shaped. The
participants get an outlet for their
energy building the bud large and
full of detail. When everyone is
ready each group describes what
is typical for their bud. Co-operation in snow inspires creativity
which in turn leads to happiness.
The hunter gatherer
family
(about living as if in the
stone age)
About 5–8 participants in each family. The family has arrived at a place
that seems to be a good place for
a camp and they will together help
each other with the chores.
• A fireplace must be built.
Fetch stones, gather twigs and
branches as a preparation for
making a fire. Get some rhythm
instruments, dance a rhythmic fire
dance, let the rhythms be heard
in the next village.
• Soon it is time for the hunt. The
whole family have to throw cones
at a tree from roughly 10 meter
distance. Throw until you feel that
the hunt has been successful. It
requires precision in the hunt.
• At the hunt movements have
to be soft and agile. Can you
approach a rabbit without being
discovered? The rabbit lies in
hiding at a pre-determined place.
The others then try and creep as
close as possible without being
discovered.
• The flight. Two in the group are
foxes. They have to hunt the
others through the forest at high
speed.
• The best hunting grounds are
on the other side of the river.
Find something to balance on.
One person in the group then
becomes a dead elk that has to
be carried home over the river by
the rest of the group.
• The family climb a 4m high tree
and mark the “territory” with a
flag. Let the hunting sounds carry
across the forest.
• Gather something edible, sit
comfortably and enjoy the day.
central based on comparing the performance
between individuals. This breeds a body culture that is performance related and whose
base values rely on competition and a fixation on results. This is a perspective that can
be found in some outdoor sports and adventure projects and leads to an approach that
objectifies the body. It develops a mechanical relationship and from this machine body
a way of seeing the body has emerged with
hard self-control and a forceful attitude to
everything regarding the body’s feelings and
movements.
Friluftsliv and movement in nature can
instead be seen as an alternative body culture for children and young people. Central
to this are experiences, filled with joy of
movement, sensuality and cooperation. A
jump over the ditch does not have the same
rules and demands of technical execution as
a long jump with a measuring tape, performed in the athletic arena. It’s about creating
214
conditions for children to find themselves in
movement, in the limitless possibilities of
their body, and in a being, where children
dare to feel and express themselves freely.
The stealthy emerging from a “pretend
jungle” where you crawl, creep and walk
silently gives an enhanced feeling for the
movement. The escape “from the tiger” is
an explosion of speed and agility. To lie hidden behind a stone and listen if somebody is
approaching requires stillness.
Criticism of a body culture built on results
in an environment of standardised aligned
tracks comes from many directions. Criticism is also directed towards sports arenas
and sports equipment with their functional
and appropriate designs that are perceived
as being artificial and one sided, thereby limiting creative activity. Instead, the experience itself is central, the expressive, where
the forest and nature with their surprise elements can be seen as a symbol for a different approach to the body and movement.
A body culture that has a focus towards
nature because nature is incalculable, filled
with surprises and experience that does not
have a straight lines, i.e. the meeting with
the uncontrolled. Many highlight nature,
the green room, as a criticism towards the
conventional sports halls. You can also see
a growing interest for the development of
a body culture where people can enjoy the
experience in the motion, free from measurable results and performance fixation. Nature is then the ideal place.
To give children and young people a possibility to really experience body movement
is an important step in our striving to get
them to develop holistically. Activities out
in nature are not so performance related
and they do not involve a standardised rule
system. Performances are rarely compared
in nature. You seldomly talk about who
was the best in walking, grilling a sausage
or smelling flowers. The focus of friluftsliv
and activities in nature (hopefully) do not lie
on technical competence but on the process
where the individual and the group together
meet challenges. Nature as an environment
can thereby become a valuable way of giving children a harmonic development and
life-joy that is not necessarily related to materialism.
Perhaps it is the meeting with the uncontrolled (meeting with the wild nature, where
we also meet ourselves in our bodies) where
nature affects health? If physical activities in
the outdoors can fill the task of reaching the
whole person (i.e. to feel both the body and
nature as an organic unit, not as a machine),
it represents health in a holistic perspective.
Physical activity and nature represent an
alternative body and movement culture.
The meeting with nature and friluftsliv has
a new function in a society where the supply
of commercial and artificial experiences are
continually increasing. The thoughts from
the romantic era about the free air and the
“nature itself” as a route to health and quality of life becomes applicable.
Pedagogic possibilities and problems
Whilst it is easy to be attracted to this approach to friluftsliv we need to be aware that
it can be problematic to apply it in an educational setting. What is considered as “correct” friluftsliv is by necessity bounded by
tight borders. In order to meet the intrinsic
215
Time in the shade
(about making a sun dial)
Sometimes you want to manage
without a watch. Then a sundial is
good to find out when you should
have a food break or when the
group should gather. Place a
straight stick in the ground.
When the sun shines you see the
shadow from the stick on the
ground. At 6 o’clock the sun is in
the east, at 12 o’clock it’s in south
and at 18.00 it’s in the west. With
the help of the shadow mark the
times when it is breakfast, lunch,
dinner or other times that you
have decided with the group. In
order to know what is expected
food times can for example be
marked with a slightly larger stone
and other meeting times with
a cone or sticks stuck into the
ground. The shade then tells what
is waiting instead of the time.
Reflection: this exercise gives
knowledge about the movement of
the sun and you can “read” a lot in
nature, things that you otherwise
might not think about.
Bottle race
(about racing in snow)
Find a large pile of snow. (You
get these when you have cleared
snow in school grounds or parking places). Split the participants into pairs. Give each pair
a plastic bottle and let them fill
the bottle with water. Each pair
makes a “bobsleigh track” for
their bottle in the snow heap.
If you want to make it simple
then make a track that goes
straight down. The task could
include making a track that
includes a number of curves,
tunnels, jumps, something that
makes a sound when the bottle
passes through, etc. If you want
to develop it more you can time
the bottles. Try and see if it’s
faster with warm or cold water,
which shape of bottle is the
best etc.
values of friluftsliv described above large demands are placed on its practices and approach to nature.
For the simple and close to nature approach to gain greater importance from a
pedagogical perspective it needs to be interesting and appealing to the group at hand
as well as being thoroughly thought through
and ideologically anchored.
To grasp the values that friluftsliv offers
can take a long time as this lifestyle stands
in contrast to the life that most young people lead today. It is an art to acquire the
stillness and calm in nature, to experience
the large and the little and see the simple as
a value in itself when you live in a world of
very quick and spectacular impressions. To
awaken interest in these values you need to
work with a relatively small and highly motivated group, allow plenty of time for the
activities and practise them with continuity.
These are precursors that are not easily met,
for example in schools.
However, the gains seem to be so great,
not least in the form of life-long health, that
we ought to have no hesitation in trying!
Reflection: Snow heaps are
always exciting and by trying different curves, jumps etc. it is also
a chance to think about building
curves and other obstacles. This
exercise is mostly about physics,
speed, acceleration, friction and
other exciting things. Naturally
you don’t have to have two people
to a bottle but it’s often exciting
to discuss the solutions with
someone.
216
Friluftsliv close to nature
– an environmental learning opportunity
– About friluftsliv as a method for environmental concern
BY KLAS SANDELL
Environmental questions
and environmental
comittment
From nature protection to sustainable
development
Today it is normal to be environmentally
aware and preferably also environmentally
committed. Friluftsliv is seen as an important teaching method to awaken and bring
about a profound environmental commitment. But what is an “environmental commitment”, isn’t it enough to believe that nature is important or do we have to sort our
rubbish too? Is it necessary that you neither
use an aeroplane or a car and that you cultivate your own poison free food?
Parallel with the emergence of industrial growth there have been protests against
it’s negative environmental effects. Coarsely speaking you can split the growing environmental movement during the 1900’s
into four parts: nature protection, nature
conservation, environmental control and
sustainable development.
Each of these perspectives have dominated the debate during different periods but
all also have their roots further back in time.
You can also find them parallel to each other
(and sometimes in conflict with each other)
in the environmental debates of today.
The interest in nature protection at the start
of the 20th century was based on using scientific, local cultural and national reasons
to safeguard especially interesting objects or
places. It could for example be a giant block
of stone, a waterfall or old oaks. Sweden’s
first national parks and national monuments
were established. Organisations for tourism
(STF) and nature protection (Naturskyddsföreningen) were created. Starting with the
upper and middle classes “nature” was given
a recreational value for the urban population – as a challenge, as fostering and as contact with other values. The plant and animal
protection laws, reserves and other types of
nature protection are still important.
217
NATURE
PROTECTION
A fantasy story
(about making a story
together)
Nature hides many secrets. The
participants in groups get given
a letter and then go on a walk to
find natural objects starting with
their letter. When they reunite,
somebody starts by showing
their object and begins a fantasy
story about it. The next person
continues the story with the help
of their object. When everyone
has participated, they will have
made a story together.
Reflection: The participants
have a chance to move in peace
and quiet in their surroundings.
Split a large group into smaller
groups (6–8 participants) so
that the waiting isn’t too great
when they are telling their story.
Using fantasy and creativity
the story grows. Here you train
co-operation, your own reflections, fantasy and storytelling.
The nature conservation perspective involves people co-existing more actively with
nature. This approach emerged especially
during the 1920’s and 1930’s to keep, not
least, representative areas for similar reasons
as above, but also social reasons, friluftsliv
and recreation, were more clearly a driving
force. People realised that to a large extent
humans had created the landscape that we
see around us, for example meadows and
pastures. This nature care perspective is of
course still highly relevant in the shape of
care plans for nature in forestry and farming
etc.
cond World War (especially during the
1960’s). Focus was placed on addressing
indirect environmental problems of poison
entering the food web (for example when
small birds eat grains containing heavy metals that then poison their predators, especially birds of prey). The environment now
became a more central question for governments with environmental protection laws,
physical government planning and ministries for the environment. When it came to leisure and friluftsliv there was also an intense
development regarding society planning and
equipment. Many people acquired second
homes, caravans, leisure boats and modern
mountaineering equipment. Private cars
became both more important for friluftsliv
and one of our times largest environmental
problems.
Teaching the Right of
Public Access
(about the right of public
access (allemansrätten)
for foreign guests or new
Swedes).
k
Eco
logy
Ec
Environmental control contains a systematic ecological perspective that together with
ecological knowledge tries to understand the
interplay between the nature and society.
This approach grew stronger after the Se-
ol
al
boo
nt
Law
Environme
One way to explain the right of
public access (allemansrätten),
for example the right to make
a campfire, can be to teach
foreign friends what the right of
public access means, not only
via a brochure but tangibly in the
countryside. Why not organise
a walk on the theme in the local
area during the tourist season or
in co-operation with immigration
organisations.
The need for a more “sustainable development” is the fourth perspective that started
around the 1970’s, even if there were already voices during the 1950’s and 1960’s.
218
Common concepts linked to this approach
include: alternative, ecological, carrying capacity, sustainable and cyclical society. The
aim now was not only to try to protect areas
and counteract the negative environmental
consequences of industrial and urbanised
societies. The global perspective with pollution crossing borders and exploitation of
natural resources, as well as distribution
questions between poor and rich countries
became all the more important. You seek
to some extent “alternative” forms for a
living, farming, forestry, trade etc. During
the 1970’s new environmental movements
such as the Friends of the Earth and The Future in our Hands, were formed who raised
these global life changing questions.
The fact that you can now buy environmentally produced and fairly traded goods
in the shops are examples of how this has
resulted in practical action. It is however
pertinent to discuss the extent to which
more radical perspectives will dominate the
work for a more sustainable development.
The tension between, on the one hand a
more profound interest for an “alternative” societal development and on the other
hand a somewhat polished (and as mentioned globalised) version of the more symptomatic “environmental control” perspective,
are prominent environmental discussions
today. The latter, less radical perspective,
doesn’t question in the same way the development and direction of society.
Friluftsliv, sustainable development
and radicalisation
Some people within friluftsliv, especially in
the 1970’s, sought a less materialistic life-
style, closer to nature as a radical way of
moving towards sustainable development.
To be radical means to go to the roots and
be thorough. With respect to environmental
problems this often involved basic life ideology. What is this good life and how can we
strive towards it?
What we react against is that our living
standard has cheated us… If we are
made dependent on lots of dependencies we lose our freedom. You become
defenceless to change – insecure, as we
based our life on material and commercial
values… Effort is reactionary, the uphill
lethal, the strife undemocratic - SWEAT
SMELLS BAD! A comfort till death?
TORVALD WERMELIN
However, the groups that radically criticised the material growth of society were (and
are) quite small. When it comes to friluftsliv
a commercial branch grew in the 1970’s and
1980’s with special equipment and individual fashion trends (see further in chapter 2
“From a natural life to friluftsliv”). But at
the same time environmental concerns became more mainstream in politics and mass
media, especially during 1980’s, amongst
others through education and organisations
such as Greenpeace. The general public
nowadays regard the “Environment” and
“Climate change” as being the most important questions of our time.
219
From moss to art
(about different ways to get
to know mosses)
The participants are split into
groups (4–8 people). Each group
should pick five different mosses
and do as follows:
1. The groups reunite, look and
feel their mosses and give them
names based on what they look
like or how they feel, for example
Christmas moss, parabolic moss,
messy moss etc. They shouldn’t
be names according to the flora.
The mosses are presented.
2. The groups visualise one of
the mosses by making a statue
using the group’s members. The
other groups guess which moss
they are supposed to look like.
3. Each participant chooses the
moss they like the most and using
charcoal (see the tip mini charcoal
oven) or chalk they draw the moss
on a piece of strong card.
4. The groups place the moss
on the back of the cardboard that
they drew and cover it with a piece of map plastic. They then find
out the real name of the moss.
Reflection: By working with
the moss in different ways, with
different senses it is easier to
remember it. When you make
a statue of the moss with the
group’s members, you get the
mosses character, but also
practise talking together to decide
which moss you should use and
how it should be done. The
exercise can naturally be stopped
between each step.
What do you mean
rucksack?
(about learning and trying to
carry in ways used by other
cultures)
The basic needs we have when
we live an outdoor life, for
example to carry, to keep warm,
to make a fire and cook food,
can be used as
“cultural bridges” to people in
other countries, that are still
living or have recently lived closer to nature. Choose a theme,
for example “to carry”. Using
the library, museums and people
who have travelled try and
understand how other cultures
solved their carrying problems:
the carrying frame of wood and
leather straps in North America,
conical basket with a headband
in the Himalayas, carrying oak
and carrying wood in the old
Swedish farming society, on the
head in Africa and with plastic
bags and soft pack in Sweden
today. Try out different ways of
carrying whilst you are doing
friluftsliv. A headband can for
example be a good compliment
when you are carrying heavy
things.
Even if all four perspectives above (nature
protection etc.) in different ways aid today’s
environmental political debate it is the latter,
the “sustainable development” perspective,
that is the most profound. It is reasonable
to assume that if an individual or a group
adopt one of these perspectives they also agree with the one’s that come before. If you
for example support the nature conservation
perspective then it is probable that you also
support the nature protection perspective,
but not a given that you stretch as far as the
environmental control or the sustainable development perspective. Without a doubt our
knowledge of environmental problems has
increased greatly, especially in the 1980’s.
But now, during the continuing 2000’s it’s
a question of how this knowledge translates into action! Environmentally classified
goods and services, car emission reduction
and increased environmental interest in
schools and media are important steps in the
right direction. But when it comes to basic
questions on resources and global distribution not much has happened.
Different research reports have shown that
the ecosystems of the world cannot cope
long-term to support more than about half
a billion people, given today’s western
lifestyle. Already today more than 1 billion
people are living like we are. And the
number is increasing quickly.
ANDERS WIJKMAN
former Deputy Head of the UN developmental program
A borderless enviroment
- but different environmental problems
Pollution or poverty
Even if the environment is borderless the environmental problems are different for people in different parts of the world. Roughly
speaking you can say that the more industrialised a country or region is, the more it’s
about poisoning and pollution due to over
consumption not least of non-circulating
resources (for example oil, coal, uranium).
In the countryside in the poorer countries
the main problem is often poverty that drives people to over exploitation of natural
resources – forests (for wood, new areas for
cultivation and export income), drinking
water (for irrigation) and good soil (for example on slopes where the soil risks being
washed away by rain).
At the start of the 21st century, the environmental and natural resource problems
become both more global and more local
than before. Many of our current problems
have global causes and global effects. Examples of such environmental problems are
pollution of the oceans by plastic particles
(that affect marine life) and the greenhouse effect (that changes the climate of the
Earth).
But the problem is also more local as
the reasons often directly connect to the
life-styles and consumption of individual
people. The greenhouse effect is caused by
for example both emissions of carbon dioxide from fossil fuels (for example from car
exhausts) and by deforestation in poorer
220
The world’s richest countries, with 20
per cent of global population, account for
86 per cent of private consumption, the
poorest 20 percent account for just 1.3
per cent. A child born today in an industrialized country will add more to consumption and pollution over his or her lifetime
than 30 to 50 children born in developing
countries…Nearly a third [of 4.4 billion
in the developing countries] do not have
access to clean water, one quarter lack
adequate housing, 20 per cent do not
have access to modern health services…
countries (for example to gain more fertile land). The problem is therefore not only
to do with the “factory over there” and the
“politicians up there” but has to a large extent to do with the choices made by each
person in their own every-day situation. It is
there the changes must happen. At the same
time, it is not easy, not to say impossible, to
be environmentally friendly in an environ-
UNITED NATIONS POPULATION FUND
In Sweden we import oil and uranium for
energy to our cars and hairdryers. In for
example Africa you chop down what little
forest remains to get wood for your cooking
and so on and so on!
mentally unfriendly society. The societal
development determines the choices that we
have when it comes to for example transport, living, food and energy.
Environment and ethics
The material standard in the world is very
unevenly distributed. This is how it’s described in the United Nations report when
the new millennium started (2001).
The quantities of resources used by each
individual represents one side of the coin
when it comes to sustainable development
over time (see Chapter 4, “Ecology, human
ecology and sustainable development”). But
the quickly increasing number of people
on the Earth is the other side. Some people
maybe ask: why should I consume less, for
example drive my car less, when those in
poorer countries may have 10 children per
family?
There are at least three good reasons why
we in industrialised countries ought to reduce our material consumption and work
towards a fairer division of the earth’s resources. Firstly, there is a “debt” to pay back
that is about colonialism, debt traps etc.
221
A twinned class
(about getting a twinned
class abroad)
Something that may be fun
and interesting is to find a twin
class in another country. Invite
the class to Sweden. Let your
guests experience a program
that contains as much of what
is typically Swedish regarding
every day and frilufts life: hikes,
sailing, simple cooking over an
open fire, berry and mushroom
picking etc. It is unique to have
as much access to nature as we
have in Sweden. Therefore, we
have a great chance to pass on
feelings for nature and to explain
what the right of public access
(allemansrätten) means. The
twin class may view nature in a
different way, which could lead
to interesting discussions and
exchanges of ideas.
Reflection: Children in school
classes often have different experiences of being out in nature.
They learn quickly from each other
and their experiences of outdoor
life can be used as inspiration,
even for the parents. Family days
or evenings where the pupils can
lead the way in nature, could be
a way to inspire adults to spend
time in the outdoors.
Until the lions get their own historians the
hunting histories will always glorify the
hunter.
Numbers in the ring
(about mental arithmetic,
numbers and storytelling)
Prepare the exercise indoors. All
participants get a piece of thin
card, A4 size. The card is then cut
into 10 sections. On each piece
of card write a number between
zero and nine, as well as a plus
and a minus sign. On the other
side draw a simple picture, for
example the sun, moon, a house,
car, book, flower… the group is
gathered outdoors in a circle. Everyone places their pieces of card
with the numbers visible inside
the ring. The leader then says a
number (for example 7) and the
participants now take cards that
create the number seven (for
example 5+2, 3+4, 9-2, 1+3+3).
The pieces of card are placed
in front of the participants in the
ring. When everyone is ready, they
move around the ring with the
numbers and discover that seven
isn’t only a number but that it can
be expressed by many. If you
want to strengthen the learning
fetch objects corresponding to
the given number, for example
cones or stones and place them
in the ring. The pieces of card are
placed back and you get a new
exercise.
The cards can also be used when
learning a new language. Everybody
takes a card, looks at the picture
and describes what they see or
which feelings they get.
▼
Reflection: this exercise uses mental arithmetic as well as working
with language skills and discovering
diversity. To speak about something
that you’re holding in your hand can
AFRICAN SAYING
Secondly, in the long run it is not sustainable to have increased discrepancies between
countries or in the world globally. Neither is
it sustainable to continue with the large scale use of non-renewable resources. Changes
must occur and it is better to make changes willingly than to just wait and see what
will happen. The environment and natural
resource problem is not least a question of
peace.
In the simple lifestyle there is a harmony
with creations given order… The richer
countries have a chance to develop a
simple society, that is rich in community
and spiritual culture, that stands in solidarity with the poor and in harmony with the
given order of nature.
Britain has more inhabitants per square kilometre than for example Pakistan. But we
do not think of Great Britain as “overpopulated”. The Netherlands has more inhabitants
per square kilometre than for example India
etc.
Although we mustn’t forget that the size
of the Earth is limited, the question about
whether a country is seen as “over populated” is more about production relationships
and trade relationships than just the number
of people. The environmental and natural
resource problems become to a greater extent ethical questions. There is of course no
“true” scientific answer to questions like
“how much can a Swede drive their car today
bearing in mind the risk that the greenhouse
effect might make large parts of Bangladesh
uninhabitable in the future”.
Friluftsliv and
environmental teaching
Proximity, feeling, action
FROM: Rich And Poor, A Letter From The Bishops
Of The Swedish Church About Righteousness And
Morality In The Global Economy.
Thirdly, we know from history that the most
important reason for diminishing population growth is that people achieve a better
standard of living. Sweden has also had it’s
“population explosion”. The Swedish population increased from around 2 million at the
end of the 1700’s to more than double that
100 years later and re-doubled again in the
next hundred years, reaching the 10 million
of today. If so many Swedes hadn’t emigrated
to North America we would now have had at
least another 3 million in this country. Great
It is often argued that proximity to nature leads to a feeling for the same, which in
turn leads to a desire to change one’s behaviour for the benefits of nature. This chain
between close contact and environmental
concern takes it’s base from the importance
of enjoyment and feeling safe in nature. The
importance of both the discovery and the experience is often emphasised, even at the cost
of the more traditional factual knowledge.
To be a role model is important, and when
it comes to respect and wonder in front of
nature’s different creepy crawlies and shapes.
Children and young people need to be actively engaged and not only spectators and liste-
222
help you forget that you are shy.
Talking about something everybody
knows can results in acknowledgement when the participants nod
knowingly.
A voluntary journey
(about travelling and working
as a volunteer)
Many organisations are members
of the Swedish volunteer group,
SVS. This is an organisation that
enables people to go to other
countries as volunteers and offer
their knowledge to others. These
voluntary activities often happen
in developing countries, for
example a local project for more
sustainable agriculture. You become a volunteer because you want
to give something to the country,
you do not get a salary, but sometimes the cost of your food and
accommodation is covered.
Is it relevant to you, perhaps
ners is of course, as in all pedagogic work,
of central importance. The ability to connect the friluftsliv teaching to families, neighbours, indoor activities – and in schools
to other subjects – is important in order to
anchor the perspectives to a wider context.
There are many good reasons to believe that such a positive connection exists
between nature contact and environmental
activism. But it is definitely not just a simple
causal chain. Not least the type of nature
contact plays a part, the “frilufts style” as
well as the teaching and the social setting.
Added to this we know very little about the
role friluftsliv and outdoor organisations
have in building an understanding when it
comes to environmental questions. Even if
the nature contact has been a very important precursor there may be other factors,
for example TV programmes, environmental organisations, education, that make the
environmental engagement visible. It is often
very hard to decide with certainty what is
the cause for such activism.
We must not forget how different environmental activism can come out with different
people and groups. Eva Norén-Björn writes
about children’s environmental awareness in
Uteboken:
223
To carefully hold the worm and let it down
into the Earth again; To carry the frog over
the road; To bury the dead bird.
Is it relevant to you perhaps
What I do?
and what I think?
Is it relevant to me perhaps
What you do?
And what you think?
Are we relevant to each other
perhaps? You and I and all of us
That happen to live here
just now
And on whom it all depends
what will happen with the world.
Are we relevant to each other
perhaps
Perhaps that’s it.
Perhaps…
INGRID SJÖSTRAND
A fireplace tells us of
our future
(about exploring a fireplace)
Together with a group explore an
old fireplace, preferably one that
has been used a lot, for example
along a hiking trail (to clean up
is at the same time a good deed
for today). What will be left? What
will probably be left in 100 years?
In 1000 years? From where do
the things come that disappear
quickly and those that remain for
a long time?
Reflection: by explicitly showing
the remains of for example tin
foil, aluminium cans and closing
clips for plastic bags you might
understand the importance of
considering what you use and
how important it is to bring home
what you have taken out with you.
When researchers have tried making general models of what leads to environmental
activism they tend to contain many boxes,
arrows and re-couplings. Often factors that
directly connect with the person themselves
(education, attitude, feeling of being able
to make a difference in society, upbringing
etc.) play a role. But there are also more general societal factors that are about for example the aptitude for debating and the economy as well as situation dependent factors
such as if you happen to get in contact with
a certain environmental question for an environmental action.
But research still indicates that personal
experience of nature – not least in the early years – probably has a large bearing on
what we later call environmental commitment. A strong coupling between friluftsliv
experience and deeper feelings of meaning
and quality of life are here probably of great
importance (see also chapters 2 “From a natural life to friluftsliv” and 11 “Friluftsliv,
health and quality of life”).
When your motives for environmental engagement are only based on facts, they are
often questioned, when reserachers contradict each other or when new findings
overthrow old “truths”. It’s important to
be able to separate on the one hand an interest in the simple qualities of friluftsliv
and understanding of the impossibility of a
constantly increasing use of resources, and
on the other hand questions about which
packaging is most environmentally friendly
or which chemical substances are the most
dangerous.
One shouldn’t underestimate the possibility that friluftsliv, or maybe especially the
choice of frilufts style, can be seen as a result
of environmental interest awakened in other
ways. You could therefore through, for example, media and education have gained an
environmental concern that then expresses
itself by the way you put special demands
and interests on how you live your outdoor
life. Much of today’s interest in “sustainable
tourism” and “ecotourism” are probably
the result of environmental concern awakened in many different ways that have affected how you choose to be a tourist.
Using Friluftsliv for environmental
teaching
On page 226 you’ll find a model of some
important aspects in the relationship
between environmental engagement and
friluftsliv. The model builds on the concepts and divisions that have been presented earlier in this book. In order to subtly
differentiate the elements in the concept
“environmental engagement” the four main
224
perspectives are used in increasingly radical steps – nature protection, nature conservation, environmental control and sustainable development - that were described
earlier in this chapter. To differentiate the
concept of friluftsliv I link to the two main
motives for spending time in the outdoors
– friluftsliv as a method and friluftsliv as a
goal in itself. This division was described
in chapter 2 “From a natural life to friluftsliv” and also used to discuss different
health pedagogic perspectives in chapter
11, “Friluftsliv, health and quality of life”.
When it comes to the question of the design of friluftsliv (the activities and the natural perspective etc.) a division into three
main styles is used, as described in chapter 2, “From a natural life to friluftsliv” in
other words the “active domination”, the
“active adaption” and the “passive adaption” styles. It is important to be able to
mix and match between the different styles
in relation to the group, landscape and aim.
But the balance between the styles probably plays a role, not least when it comes
to the environmental teaching of friluftsliv.
There are many reasons to believe that
the choice of frilufts style and motivation
has a determining role in the success of
environmental concern. In the figure on
the following page you will therefore see
five important routes of friluftsliv that can
work as a source of inspiration for environmental concern (1–5 in the figure).
In summary, it’s about trying to elevate
friluftsliv as a method in, for example,
schools, planning in society, leisure pro-
grams and tourism. It is to a large extent
enjoying friluftsliv as a goal in itself and at
the same time find the teaching bridges that
can slowly radicalise environmental engagement. When it comes to the choice of friluftsliv style it is important to try to include
aspects of the “active adaption” to emphasise the person as a co-actor in nature – one
reason that we include a lot of crafts in this
book. But the “passive adaption” style is
probably also a useful tool, even though it’s
mainly used for a more limited nature protection perspective.
The “active domination” style probably plays a limited role in environmental
teaching. This is in part because it is in itself
often damaging for the environment through
its large need for fossil fuel driven transport,
specialised synthetic equipment etc. Partially, due to it’s activation fixation, it doesn’t
often give space for the deeper, softly spoken and finely tuned approach that is central to inspire friluftsliv as a goal in itself.
However, it is worthwhile remembering that
the “domination” style can play a significant
role in awakening interest in friluftsliv (even
through the media) that can in turn become
a starting point for the other perspectives.
Often, spokespeople for advanced and performance orientated friluftsliv (in line with
the dominant perspective) are those who
themselves emphasise the value of the frilufts
experience - something that is probably of
great importance as a role model for others,
for example children and young people.
225
Can you keep the
embers alive
(about saving embers in a tin)
One way to increase both your
outdoor knowledge and awareness of the importance of fire
is to try and save or transport
embers. Fill a tin with (in order)
1/5 ashes; 2/5 embers; 1/5
ashes and 1/5 moss (as heat
insulation). Embers and ashes
can be taken from your fireplace
using for example pieces of
birch bark and the fire can be
re-started from the embers using
dry, thin birchbark strips and
a “fireball” of dry and crumbly
juniper bark.
Although humans have used
fire for a long time it was probable that in early-times they had
to keep alive the embers from
naturally occurring fires, such as
those that occur after lightning
strikes. Later, fires were started
using a friction drill and then,
when iron could be made, you
could start a fire with the spark
from a metal striker. Matches
didn’t arrive on the scene until
the middle of the 1800’s and the
so-called safety match that can
only be lit when struck against
a special surface, started to
be used at the beginning of the
1900’s.
Reflection: the difficulty is to revive the embers and bring the fire
“back to life”. Here it is important
to have dry and thin material and
add oxygen by carefully blowing
life into the embers.
It’s simply all about
which future society we
want to create and thereby which possibilities
and limitations humans
will have to shape their
lives.
Environmental engagement
Environmental
control
Sustainable development
Nature conservation
Nature protection
From the swedish book:
Miljödidaktik: naturen, skolan
och demokratin (SANDELL,
ÖHMAN & ÖSTMAN, 2003)
Environmental politics
Developmental questions
- What is good
development
Frilufts styles
Passive
adaption
Active
domination
Active
adaption
Frilufts motives
Friluftsliv as
a method
Friluftsliv as an aim
in its own right
Friluftsliv
226
1. The first arrow is about ”pedagogic
bridges” as a deepening of enviromental
concern. The starting point is friluftsliv
as a method (in this case for environmental engagement) and it’s about using
different experiences as a base for discussion, illustration of humans relationship to nature and questions about
life quality and development goals. By,
for example, experiencing and discovering the changes in the cultural landscape (see chapter 5, “The history of
the landscape”) you can as an outdoor
teacher show the continued interaction
of the people with a landscape, which
motivates not only the need for “nature protection” but also “nature conservation”. Through ecologically inspired
studies, illustrations and discussions (see
chapter 4 “Ecology, human ecology and
sustainable development” and the landscape chapters, 5-9) you can point to the
importance of deepening the concept of
environmental concern from nature conservation to environmental control. Experiences of friluftsliv with the chances
of reflection can include environmental
ethical reflections (see chapter 2 “From a
natural life to friluftsliv”) where a more
limited environmental perspective is widened towards sustainable development.
This could be about who has the right
to do what in conjunction to others –
other species, future generations or exposed people in poorer countries. What
are reasonable developmental goals and
what is life quality when it comes to for
example material consumption and experiences?
It is important that these outdoor pedagogic bridges indicate possibilities so
that the environmental problem doesn’t
push away the positive experiences of
friluftsliv. A “barrier” towards continuing from nature protection in the direction of sustainable development could,
for example, be resistance to “political”
questions or that you perceive representatives of the more radical perspectives
as being too extreme.
2. The passive admiring adaption friluftsliv activities can be an important
inspirational source in order to want
to protect certain species, plants or habitats from exploitation in accordance
with the nature protection perspective.
You will want to save the things you
like. Here we mustn’t forget the inspiration that can come from “surrogate”
passive admiring adaption friluftsliv, in
the form of nature programmes on TV
and nature and friluftsliv magazines.
3. A more active use of landscape in
friluftsliv can probably inspire a nature conservation perspective – you will
want to continue using the nature/place for what you do. Research indicates,
however, that such an active use of the
landscape for friluftsliv (for example
for hunting and fishing) without a more
overarching human ecological relevance
(about human – nature – development)
probably doesn’t lead to a more radical
environmental activism other than for
local issues.
227
4. In the figure, environmental politics
(for example the need to make laws and
use economical tools) and developmental questions, are presented as probable
motivators for environmental control
and sustainable development. But the
motive of friluftsliv as a goal in itself can
probably also work as an important inspirational source. This inspiration can
stand more freely and be more stable
than the constant twists and turns of the
environmental debate about what is or
isn’t environmentally friendly. Friluftsliv
as a goal also emphasises values that differ from those of the conventional fixation with materialism and consumerism.
5. Even friluftsliv used as a method can
awaken the perspective of friluftsliv as
a goal in itself. It’s possible to find that
friluftsliv becomes an inalienable quality
of life, and a life ideal, which can then
form the basis for a profound environmental engagement far beyond the facts
and figures of the informed political debate. As an outdoor teacher it’s good to
weave nature contact into your planned
activities and give it a value of its own,
even though the activities might have
been motivated by different aims (natural knowledge, self-confidence etc.) –
include the still moment in nature that
gives perspective.
Coal bun
(about cooking coal
miners food)
Fry diced pork in a frying pan.
Pour over a paste that consists
of wheat flour (preferably mixed
with cornflour), a pinch of salt and
some water. The paste should be
thick like a pancake batter. Cook
the coal bun on both sides. Eat
with lingon berry jam.
Reflection: The coal bun was a
typical dish for forestry workers
in previous times. It is simple to
cook and has few ingredients.
Take the chance to read some
coal miners stories by Dan
Anderson or sing one of his
songs. Then you will have the coal
miners ambiance whilst you eat
your buns.
I am waiting
I am waiting by my log fire
Whilst the hours pass by
Whilst the stars wander
And the night pass.
I am waiting for a woman
From a far-away place
The most beloved, the most
beloved with
Eyes blue
Loosely translated from
a poem by
DAN ANDERSSON
The practical teaching of
environmental activities
Why frilufts activities?
How much of the “pedagogical force” in
friluftsliv do we actually use and how often
does the landscape become just a backdrop
for the programs that we have already decided to do? Why are we really doing friluftsliv? Are we going into the forest only because it’s a way to keep us entertained and that
friluftsliv ought to be included? Or, are we
trying in advance to decide what we want
to achieve? Are we making hiking trays or
carving ladles because it’s a fun thing to do,
or are we working the group together using
materials close to nature?
It is of course not only one or the other
reason, maybe both because it’s a fun thing
and a way to unite the group. But a more
conscious friluftsliv pedagogic perspective
could include:
To consider different materials when we
are sewing pack bags. Are we going to use
materials close to nature, such as cotton and
linen that are quickly renewable? Or are we
using synthetic materials, that needs millions
of years to be created? Are we sure that the
latter is better? How much of such natural
resources, that are non-renewable, have we
today and in our society the right to use?
Are we saving the synthetic materials for
those functions where we really think we
need them?
To raise current environmental and political questions, and their ethical dimensions,
even though we often have to admit that we
are unsure and don’t have a “right” answer.
To have a cultural historical connection in
our friluftsliv, which is often a simple way
to make a good programme. Preserving
knowledge about how you survive in the
outdoors, using old methods, materials and
ways of being. A theme day by an old mill
give us an exciting insight into human ecology and history.
To build the base for more international
solidarity and even healthier food habits by
avoiding chemical farming, long-distance
transport and animal factories. The participants on the friluftsliv day or week camp
can help each other to chop wood and peel
potatoes instead of somebody stirring the
potato powder from the factory over a gas
stove and somebody else trying to think of
something to do.
Friluftsliv close to nature- a lifestyle!
The chance to join together words such as
“environmental concern”, “solidarity” and
“awareness” to friluftsliv sounds good. But
for each one of us we must make these happen in our own way, depending on what we
and the participants can achieve, where we
live, the time of year, the weather etc. It is
not a question of trying to hold a lecture in a
forest but more of catching the moment and
sometimes adding a reflection that links the
228
practical experience to the larger questions.
• try to increase the use of bio-fuels and
There is a difference between sitting in a
classroom and talking about energy, and finally getting the fire going and feeling the
heat spread through your body, to dry those wet socks, hear the pancake sizzling in
the frying pan and finally get enough light
so that we can organise the sleeping bags in
the wind shelter. There is certainly a difference between talking about the importance
of co-operation when you’re sitting in the
conference room, and experiencing having
carried a heavy pack, about to make dinner
when it starts to rain again! There is an extra teaching force in the experience, and not
only the intellectual and the abstract term,
but through feeling and sensing it in your
own body!
An important strength is people who
through Friluftsliv and outdoor experiences
know that some of the richest moments in
life are often found in very simple environments! Hence, there is a golden opportunity
to show that an environmentally suited lifestyle isn’t a sacrifice but a possibility.
other energy sources, in part through
actions, and in part by creating opinion
(have you ever, for example, considered
that gasoline is fossile whilst methylated
spirits is made from wood?).
are prepared to pay more for goods that
come from poorer countries so as to increase their purchasing power for the
worlds energy resources and energy development (start for example by buying
coffee, tea, fruit etc that are labelled with
a fair trade mark).
we shop for food, trying to buy raw materials that have been produced close to
home (with shorter transport) and in as
environmentally sound a way as possible
(for example environmentally labelled).
as far as possible use natural materials
in, for example, outdoor equipment and
clothes and avoiding packaging and other
things that risk a long time impact from
our careless actions.
together, in various contexts and in different ways, try to influence others and the
society at large to choose a more sustainable way forward.
•
•
•
•
Nature is the home of culture.
Natural friluftsliv is a joyful way home!
Motto for the norwegian mountain school
This more natural lifestyle today can for example include that we:
• try to minimise our use of cars and when
we must use them to drive more slowly so
as to emit fewer greenhouse gases from
the Earth’s “hidden store” of energy.
229
Necessary, unnecessary, damaging?
(about what you really need)
This is an activity that can lead
to many important thoughts (and
actions) when it comes to our
needs and our responsibilities.
Split the participants into small
groups (3–5 in each group).
Each group gets an envelope
containing a number of pieces of
paper (preferably about 50). On
each note an item is written, for
example, a washing up brush,
drinking water, a music player,
hairspray, a newspaper. The exercise is for the groups to choose
10 things (notes) that they regard
as absolutely necessary and
10 that they consider totally
unnecessary. Each group explains their choices and everyone
considers what they really need.
The discussions can continue by
considering where the different
things come and what we can
do to live in as environmentally
friendly a way as possible.
If you use real things, as opposed
to the notes, you could combine
the exercise with going through the
outdoor equipment and making a
list for the coming hike. A reading
tip is chapter 4, “Ecology, human
ecology and sustainable development”.
Reflection: in the little group
it’s important to argue for your
preferred items and practise defending your decisions. However,
when presenting their choices to
the large group the little group
stands united in its position. These
reflections over what we need
and what we have access to,
compared to the needs of people
in other countries, can be a start
for international involvement.
Starry skies
(about star signs)
Stars beckon to our thoughts
and feelings. The darkness of
the autumn and winter evenings
is the right time to study the
stars. Use binoculars so the
constellations come closer.
To get a different feeling you can
make your own star sky. Copy a
star chart with the constellations
clearly shown. Let the participants
(in pairs or small groups) get a
star sign each. The participants
should now place tea lights in the
shape of their star sign in a large
open area. (For fire safety the tea
lights should be placed in a glass.
The glass will protect against
snow melting and extinguishing
the candle.) If possible, this
exercise should be started while
it’s still somewhat light. After the
participants have put out their
star signs all gather around the
campfire and tell the legends of
the different star signs (at the
library there will be books about
this). When it’s dark you slowly
walk back through the constellations and have a chance to think
and wonder.
Reflection: to get closer to
astronomy in this way can kindle
an interest. Apart from knowledge
about star signs this gives a chance to enjoy a sensitive moment
that you have created yourself.
The walk should be done alone or
in pairs so as not to disturb other
people’s thoughts.
The importance of nature encounters
in education for sustainable
development
Nature encounters have been used within environmental education for a long time but their
pedagogic role and content has changed over
time, depending on which educational context
is being used and on the aims of the education.
Three important traditions within Swedish environmental education are: a fact-based (where
the environmental problem is seen as a problem
of knowledge), normative (where the environmental problem is seen as a life-style problem) and
pluralistic (where the environmental problem
is seen as a conflict between different values,
viewpoints and interests). It is primarily to the
third tradition, the pluralistic, that education for
sustainable development can be said to belong
to. The important borderline that differentiates
the pluralistic tradition from the others is that
neither facts nor certain norms are seen as
enough for the basis of environmental education. Partially due to the fact that it’s not always
clear which environmental actions results from
those facts or norms, and partially because
it’s not always obvious which facts or norms
are most relevant for sustainable development;
what is it that should be sustainable, for whom/
who, in which time perspective? The aim of
education in the pluralistic tradition is that the
students become competent to actively take
part in the democratic debate about sustainable
development.
It is mainly within the two earlier traditions
that the nature encounters have been used. The
fact-based tradition has emphasised how nature
encounters with all the senses gives more effective learning with more dimensions and that
more knowledge is retained. In the normative
tradition the role of the nature encounters has
been to use positive natural experiences so as
to create a desire to care for nature, resulting
in more environmentally friendly actions. These
methods can of course play an important role
even in the pluralistic tradition, but here are
six suggestions of how to enhance sustainable
development within a pluralistic education.
I. Experience-based knowledge of
nature
In our research we have seen that outdoor activities constantly initiate sensual and experience
based understandings of nature that are important compliments to scientifical descriptions.
Nature encounters can have a static, moral,
practical or emotional context.
II. Relational ethics
Many environmental ethicists and philosophers
believe that traditional value-based environmental ethics are unfeeling for personal,
230
Bats in the dark
(about illustrating how bats
navigate)
situational and contextual aspects of our
moral relationship to nature and have therefore
developed alternatives. These alternatives are
based on the relationship perspective and the
experiences that the people have in connection
with outdoor education. These can therefore
play an important role in developing a moral
reaction and a spontaneous care for animals
and plants.
III. An existential perspective on
sustainable development
Many people believe that education for
sustainable development means a widening of
traditional environmental education through not
only involving an ecological perspective but
also including economic and social aspects.
The nature encounters adds a fourth perspective on sustainable development – an existential
one – that has its base in aesthetic and emotional relationships to nature.
IV. Human ecology in practice
Throughout the growth of the modern society
people have gradually become distanced from
nature, both practically and in mind. But our
dependency on nature when it comes to food,
water, energy and material is today as large as
ever but to a large extent invisible. Friluftsliv
and education in nature offer a chance for
people to have direct and tangible - into the
bare body – experiences of connection with
nature and our dependence on nature to meet
our basic needs.
where teaching can give rise to new questions
and discussions about the values that ought to
dominate future societal development.
VI. Place relations
From a democratic perspective the general
public’s understanding and motivation can be
seen as absolute when it comes to the long
term acceptance and development of environmental politics. Here your own experience
probably plays an important role –the personal
relationship to the landscape that provides
ecological evidence of the environmental needs
of humans.
KLAS SANDELL AND JOHAN ÖHMAN
Professors in Human geography and Education, respectively
Further reading in for example: Östman, L. (red.)
Naturmötes-praktiker och miljömoraliskt lärande,
Uppsala universitet, 2015; och Öhman, J. & Sandell,
V. “Rich life with simple means”
K. Environmental concerns and outdoor studies:
Friluftsliv and outdoor education can offer a
position from which daily life, the modern lifestyle and the development of society, can be
critically viewed. “A rich life with simple means”
nature as fosterer. I: Humberstone, B.; Prince, H.
& Henderson, K.A. (Eds.), Routledge International
Handbook of Outdoor Studies, Routledge, New York,
2016, s. 30–39.
231
In Sweden there are 19 bat
species. They feed at night on
insects and small animals that
they capture in flight by sending
out high-frequency sounds that
reflect off their prey. Bats need
to eat about 3000 insects every
24 hour period. The participants
stand in a ring. One is selected
to be a bat, given a blindfold
and placed in the centre of the
ring. The bat sends signals by
clapping their hands.
The participants in the circle
answer with two claps. Using this
way to orientate the bat goes
from one participant to another,
who then become bats when
touched. The exercise can be
made harder by the participants in
the circle being allowed to move
between each clap, but only by
one step at a time in the direction
of their choice.
Reflection: an exercise in training
different senses and possibly
wondering about how different
animals find food.
Planning for friluftsliv
– About different ways of using friluftsliv
as a teaching method
BY BRITTA BRÜGGE, MATZ GLANTZ AND STEPHAN SVENNING
The possibilities of friluftsliv within different
subject areas
Friluftsliv as a habit
In order for people to feel that friluftsliv is
“natural” they need to spend a lot of time
in nature. They need to practice friluftsliv
in all the various situations it encompasses
so as to experience the different values often talked about in connection with friluftsliv as well as practising the art of being in
the outdoors, whilst at the same time feeling
good. Those who are not used to being out
in bad weather often encounter problems
that can give them negative experiences. It’s
an advantage to dress for the weather and
also be mentally prepared. In this chapter we
tie together a number of the key perspectives
from the book, adding thoughts on and suggestions for activities that complement the
different activity tips.
We know that friluftsliv has a number of
different values and is supported in different
ways. This is demonstrated by the fact that
it has become increasingly popular to take
different occupational groups (e.g. teachers,
nurses etc.) and children out into natre. The
aim of an activity has a decisive bearing on
how it’s planned, arranged and organised.
The nature can be considered to be only a
space, where different activities are done,
or as something inherently valuable. It is
possible to make connections with different
subject areas or to work with special themes. Most subjects or disciplines can be included. It’s probably easiest to connect friluftsliv with subjects such as biology and human
ecology. The environmental perspective is
clear, but subjects such as history, geography, social science, Swedish, music and arts
and craft are also very relevant as starting
points or themes. Lots within friluftsliv can
also be tangibly connected to questions
within mathematics, languages etc. With
this said, it’s not always an advantage to be
outdoors but the option to include outdoor
work is useful.
The human in nature
Time spent outdoors can contribute to us
becoming less ill and can aid co-operation
232
and group processes. Nature can also be a
source of inspiration and creativity. All these values can be included within friluftsliv
but are naturally dependent on how the activities are planned. There are many factors
that contribute to and affect the result. As
we continue writing about planning for friluftsliv the basis is: friluftsliv is a natural
part of life, a life where nature plays an important role. Humans are a part of nature.
This is especially urgent in a time when
many people feel lost in a world that’s becoming more elusive. Words such as “faster”
and “quicker” are dominating and affecting
us, most probably in a negative way. Here
nature can offer calm and stillness as an important contrast to the otherwise hectic life.
Silence in nature is an increasingly important counter to the high sound levels that
often occur around us. Friluftsliv provides
an opportunity for us to understand ourselves and our part in the bigger picture.
Making outdoor activities possible
Using friluftsliv as a method in schools,
childcare and leisure activities isn’t always
simple. It requires all involved to see the
possibilities. Too many concentrate on the
difficulties at the start and then everything
seems quite problematic. Many children/
young people also do not understand what
it’s good for – it is much more comfortable
indoors! But it’s possible to find solutions if
you want to.
You don’t learn to thrive outdoors by sitting and looking out of the window. There is a need to practically demonstrate that
with the correct clothing, equipment and
knowledge of frilufts techniques you can
Right side of the material
Personalised
handicraft
(about sewing carry bags to
use for presents)
Wrong side of the material
Best to use a sewing machine
to make it strong
enjoy being outdoors, even if it’s several degrees below zero.
When it comes to food most things can be
solved if planning is done a long time in advance and staff are informed. The large problem of time-tabling can be solved by working in teacher teams or leader teams with
people who have similar ideas.
When you introduce something new it often seems large. It’s an idea not to place all
education outdoors (even though it would
be exciting), but instead to start with a small
part so as to gauge what it involves. The outdoor experience can be an introduction or a
compliment to the indoor learning. To have
a flexible academic situation also allows students to seek knowledge from places outside the classroom. If you work in projects
it could be to seek knowledge in the wider
society – which is also a form of outdoor pedagogics.
In order to establish as good a relationship as possible to nature and the outdoor
room you need continuity. Through regular
planning for outdoor activities (for example
233
A home-made carrier bag
with added printed or painted
patterns is an environmentally
friendly shopping bag. It can
also be a good present to say
thanks to a landowner. Apart
from the bag, it could contain,
for example a bag of dried
apples, a jar of lingon berry jam,
a cake or a plant.
Reflection: In this task it is not
only the finished product that is
important. You also get a good
chance to discuss what we can do
for our environment.
Sheet bend and
reef knot
(about tying together two
pieces of string)
The most common knot for
joining together two pieces of
string are the sheet bend and
the reef knot. The sheet bend
is the most reliable and useful
and can also be used if the lines vary in thickness. However,
you then have to be careful to
knot the thinner line around the
thicker.
a morning or a day every week) it soon becomes a habit to plan for friluftsliv. It should
be part of the whole perspective where preparation is done in the classroom. Apart
from working with factual knowledge for
children – students also work with physical
activity and make use of all different senses.
When you return to the classroom you work
through and reflect on the experiences. By
integrating indoor and outdoor activities
soon friluftsliv in the local nature seems a
normal part of the curriculum.
Making Friluftsliv have
an affinity with nature
The reef knot is commonly used
but is not as secure as the sheet
bend. It can come apart if the
ends are under load. This often
happens with more modern
synthetic ropes. It is however
very decorative and is used as a
basic knot in macramé.
Our need of time
The following advice attempts to make friluftsliv have an affinity with nature. Having
an affinity with nature may seem extreme in
this context, as friluftsliv ought to be close
to nature. Affinity with nature should use
simple means, preferably in the local environment to develop a good relationship
with nature. To experience nature takes time.
We recommend allowing plenty of time. Naturally, shorter visits may be worthwhile but
they could be part of a larger arrangement.
The reason that it is important to have
lots of time is that there must be space for
each and everyone to be alone and do the
things they enjoy. Whether to sit and think
by a stream, go to a quiet place and listen for
birds or whittle a stick, depends on personal preference which can change with time.
Many will have experienced that there’s
always a huge amount to be done. The time
outdoors is often planned with different
projects that at all costs must be accomplished by everyone.
There is no time left to be on your own or
in a smaller group doing things together that
might be more about just being – a moment
to feel in harmony with nature.
This reasoning is a general one and depends a lot on how accustomed to friluftsliv one is. For beginners it could be wise
to have a clear structure where activities
can be a way to get an affinity with nature. However, it is as important for both
children and adults to allow enough time
to “just be”. The main aim is for the individual to manage better by themselves and
decide what they should do and how they
should do it. The more experienced you are,
the more you can also help others and offer
advice. Group dynamics can place different
demands on the leader who must adapt and
constantly be aware of the group. As the leader you should always be available to help
and to listen, ensuring that the resources
within the group are fully used.
The importance of the location
It is valuable to have a place that you return
to often. It’s helpful if it’s near your base.
This saves time and also means that you
don’t have to worry about transport. The
area should be as varied as possible.
It is important to have the landowners
permission to be there, make fires and bring
down smaller trees (brush). Later you could
build a camp, a base for continued friluftsliv
(see also chapter 10, “Urban friluftsliv”). A
234
Clove hitch and the
constrictor knot
(about fastening a line
around an object)
When you need to fasten a rope
around for example a branch
or trunk the clove hitch and the
constrictor are useful knots. The
cloves hitch locks the line when
tight but is easy to loosen when
the tension disappears.
permanent camp often creates a feeling of
“home” after a time. There are many advantages to be able to use the same place
throughout the different seasons. The time
of year will affect whether it is possible to
sleep over and which nature studies can be
done.
Basic sense of safety
If you are unaccustomed to dressing for
friluftsliv then you might be cold and it’s
then hard to experience anything positive,
regardless of how wonderful the experience (see chapter one warm, dry…). If you
have built the fantastic wind shelter but then
freeze all night long the positive experience
can be changed into something negative.
Therefore, it is essential to create a good
feeling. This is a process that requires different amounts of time but the goal is that it
should be a good experience right from the
start. The more experienced you become, the
more you can focus on other things.
235
A more effective locking is
achieved by using a constrictor
knot around the object. In the
illustrations you can see the
similarities between the two
knots, but the ends of the
constrictor knot are secured in
a better way. When the force on
the constrictor knot is eased it
stays tight as opposed to the
clove hitch.
Here you can consider how meals were made
in former times? This could then be combined with more recent knowledge to become
a good synthesis. If you then want to create a meal from a special perspective, for
example a Viking meal, then that could be
an interesting activity in a long-term theme.
Or why not make a meal that’s typical for a
certain region of the world, learn about that
country or the area in question, it’s culture,
dance, clothes, traditions and history.
A hanging branch
The fire
Light a fire, eat and live
(about the art of hanging a
pot over the fire)
When you quickly want to have
a pot over the fire then the hanging branch could be an option.
Take a branch and using a stone
or a tree stump, suspend the
pot at a suitable height over the
fire. The thick end of the branch
is stuck into the ground and
anchored with a stone.
Cooking hollow
(about cooking food on hot
stones)
Meals provide an opportunity for connecting with people, co-operation, relaxing and
feeling of contentment. Therefore, make preparing meals a priority in friluftsliv. Cooking over an open fire means that other activities take place too, gathering wood, sawing
and chopping it and not least making a good
fireplace. The food to be cooked needs to be
prepared, different cooking techniques demand different preparation, dough should be
left to rise and equipment made etc. All this
means co-operation of some sort, but everybody isn’t necessarily involved in the cooking. There could be other projects happening
at the same time. To eat a meal together is an
important social act that has a central role in
all cultures. There are really no limits as to
what you can cook outdoors. If you have the
ingredients and the knowledge then there is
no problem. What you need to work on is
the know-how i.e. how you do the cooking
without the things that you would normally
use at home.
Cooking
When planning cooking you can choose
between cooking on the stove or an open
fire. If you choose an open fire then larger
pots of about 5 L are very useful and they
can be used for all sorts of soups, stews and
vegetable brews but also to raise dough. The
fire is used as the source of heat and there
are many examples of how it can be built,
depending on the size of the group and your
personal preference (see chapter 1 “Warm,
dry…” and chapter 6 “Deep forest”).
If you are a smaller group the simplest
way may be to place the pot directly on the
▼
An alternative way to cook could
be to use a cooking hollow. Start
by cutting out a grass turf large
enough to be used as a “lid”. The
size of the hollow depends on
how much food is to be prepared.
A normal size for a hollow is 1.0
× 0.5 metres and half a metre
deep. Line the inside of the hollow
with stones (the size of 1 to 2
fists). Make a fire in the hollow
for at least 1 ½ hours. When the
fire dies down you remove the
charcoal and ash using a spade.
An alternative to making a fire in
the hollow is to heat the stones in
Meals
It is a challenge to try to make a fire using
old techniques. Really old methods like drilling, using a fire steel or flint, but also newer
methods such as a knife and a fire steel, can
be exciting to use. But all these methods demand a great deal of preparation. That it takes time to make a fire, that it is difficult and
that it’s not always successful are important
lessons to learn. It is also good to learn how
to manage a fire in different ways so as to
heat, boil, grill, or smoke the food.
236
the campfire. It is safer regarding
the fire risk. Even here you should
heat the stones for one to 1 ½
hours before transferring them to
the hollow.
The food can be prepared by
spicing and placing it for example
in rhubarb leaves, birch bark or
wet newspaper. Place some organic material (such as juniper twigs
or fern leaves) in the base of the
hollow and add the food on top of
this. After this you place another
layer of leaves so that loose earth
doesn’t fall into the food when you
placed the lid (grass turf) on top.
Cover with a lid and cover with
earth or sand so that no smoke
or steam can come up. Leave the
food for about one hour per kilo.
When the food is ready then all
you have to do is lift the lid, take
up the package of food and then
enjoy new culinary experiences.
Be careful with the fire, it has a
habit of spreading through roots in
the ground!
fire. Then the tripod is a simple solution and
a stick holding the pot another. The strength
of the heat is regulated by the distance from
the fire and you have to adjust it carefully. If
you’re a larger group then you can use different variants of camp stoves. The larger
the groups, the more work. There are many
things that need to be organised and kept an
eye on so there’s nearly always something
meaningful for people to do.
Meat can preferably be grilled and automatically gets a flavour from the grilling. The
meat or fish can be placed on sticks and you
can create grill beds to place the food on. It’s
important to place meat at a suitable distance from the fire. A good rule is to have
the meat close at first and then to increase
the distance. If you have the chance of spicing with herbs from the local area it’s a lot
of fun, for example juniper berries, juniper
twigs and spruce twigs. Few things are as
wonderful as having caught a fish and then
spicing, preparing, cooking and savouring
it’s taste (see the activity tip on page 157
about cooking fish).
It could be a good idea to have a frying
pan as an alternative to a pot, or to combine
with, as frying pans are a little larger. There
237
Reflection: food is always
exciting. Here you have no control
over what happens in the hollow
during the cooking time. It’s
important to prepare well. Organising the hollow takes a lot of time.
During the time that you’re waiting
for the food to cook you can
perhaps make your own spoon or
some other handicraft.
Meat turner
(about making fire tongs)
When you’re working with a fire it
is not always easy to for example
turn the meat over when grilling
or to pick up warm stones. Then
you can make personalised tongs.
The size of the tongs depends
on its use. Do as follows: Whittle
a large enough stick about 50
cm long and 1 ½ to 2 cm in
diameter. To make it personalised
you could decorate the handle
by carving patterns. Split the
stick for about ¾ of it’s length.
Be careful towards the end so it’s
not split totally. After this insert
a small piece of wood or stone
so that the opening of the tongs
is widened a little. The piece of
wood is fixed in its place using a
thin root or string, both in front
of and behind it. Now it’s ready
to use.
Reflection: by finding solutions
that replace the ones you have at
home you practice thinking outside the box. How can we solve this
problem? The results are often a
simple solution where you can use
both your creativity and dexterity.
are “wok like” pans on tripods to place over
the fire. In the shops you can find sizes up
to 1 m in diameter, large enough to make a
meal for 75 people.
Stones have been used since time immemorial for cooking and heating all over the
globe and are still used in traditional cooking by some groups of people, for example
the Mauri people on New Zealand. This
method means that you heat the stones directly and they then radiate heat to the food
you’re cooking. The stones are placed in the
fire for at least an hour. When they are very
hot they could even be glowing. If you have
a pot with water and you place a fist size
stone into it, the water boils almost immediately. The larger the stone, the longer it takes
to heat up but it retains heat for longer.
Using a cooking hollow (see activity tip
“Cooking Hollow” on page 236) is an ancient cooking technique that uses heated stones. In the hollow anything can be heated
through a kind of steam boiling. You can
cook meat, fish, root vegetables and bake
bread if you place the dough in a dish, tin or
pot (clay). It’s worth remembering that root
vegetables take rather a long time to cook. If
you are using potatoes, they need to be similar sized and quite small. A long thin ingredient is quicker to cook than a spherical one.
Much can be learnt by trial and error. As a
basic rule for meat, you need to cook and
allow one hour per kilo meet, if the stones
are sufficiently hot.
Smoking food is another interesting preparation method. Smoking has a certain conserving effect, but it also gives a good flavour
to both fish and meat. The hotter it is when
you smoke, the shorter the time it takes for
the meat or the fish to be ready. Smoking
can be done in a normal large tin or in a purpose built smoker. In order to obtain smoke
from the fire you use fresh green branches of
for example alder or juniper. You can combine drying and smoking when it comes to
meat and fish. The food is both reduced in
size and weight which is especially interesting to work with ahead of a hike when you
have to carry your food. It is possible to dry
most things (see chapter 1 “Warm, dry…”)
but you should bear in mind that the thinner the ingredients and the better the ventilation, the quicker it will dry.
Baking bread
There is something authentic about baking
your own bread. To build an oven, set a
dough that rises and then shape it into buns
238
that are then cooked and eaten, often brings
great pleasure and a certain degree of excitement. Recipes for buns and bread can
be found in most cook books so we will
not consider them here. However, we will
give an example of how you can make a
variant of a stone oven (see the activity tip
page 239). Note that this oven is one example among many. It is important to make
sure that the heat reaches what is supposed
to be baked in the best manner possible.
The oven can be used for more than just baking. To be part of the creative process, in
this case building an oven, has a great value
in its own right.
An oven that could also be worth trying is the so-called “reflector oven”, that
you place next to a fire. Reflector ovens
can be bought or made at home by those
who know how, which could be a project
in itself. The reflective oven shown here is a
simple folding portable version.
The heat is regulated by adjusting the distance between the oven and the fire. In the
reflector oven you place some form of a baking tray (like the the frying pan from the
camp stove) and then you cook for example
muffins – perhaps with some blueberries that
grow nearby. Pizzas and pirogues are also
popular dishes. The advantage of a reflector
oven is that it can be used as soon as the fire
has been lit.
Overnight stays
The places where you stay and spend time
are important for a good friluftsliv experience. What the living space looks like also has
an impact on co-operation and atmosphere.
Stone that
regulates
the draft
Fire
There are many variations of the living space: wind shelter, tent, Sami tipi (Kåta) etc. It
is often the terrain, activity and the group
that determine what you choose. The wind
shelter is an example of a common living
area that is usable throughout the year. If
wind shelters are placed opposite each other
with a fire in the middle then the fire is used
to its best advantage and you have good
contact with each other. Wind shelters commonly used today are mainly made of fabric
239
Stone oven
(about baking bread in the
forest)
Is it possible to bake bread,
pizza or other foods in the
forest, just as you would do at
home in an oven. You first have
to go on a stone hunt to find
suitable oven stones. The size of
the oven can vary and it is often
determined by the size of the
available stones. When the oven
is ready it takes quite a long
time to heat up (as all the stones
have to be fully heated) but when
it’s warm you only need a small
supporting fire.
A wicker carrier
(about making a wicker to
carry for example hay or
sticks with)
When you rake together hay,
gather sticks or similar then it’s
practical to use a wicker to carry
it away. Wickers are made using
brush from birch or willow (Contact the landowner if necessary).
Take a thin straight branch and
cut away all the small twigs from
the stem. Place your foot at the
tip and take a steady grip near
the thicker end. Turn the wicker
clockwise and move your foot and
hands towards the thicker end
as the wicker is being curled. To
make it more supple you can pull
it backwards and forwards over
around trunk. If you need a longer
wicker, you could use two pieces
that you scarf together. Another
variant is to soften spruce
branches in the fire and then twist
and curl them in the same way.
They can then be used for tying
together a tripod.
▼
Reflection: the wicker is an old
carrying tool that you used when
you didn’t have access to rope.
The technique is useful today
when something should be carried
or bound.
(specially sewn ones) or of tarpaulins. Wind
shelters made with spruce branches can only
be made if you have the agreement of the
landowner. To build a wind shelter in wood
is a larger project that requires patience,
knowledge and the landowners agreement.
With these prerequisites in place, it can be a
rewarding and bonding project for all. The
simplest variant of weather protection is a
tarp, that can protect against wind, rain and
sun.
Many prefer the tarp for its simplicity. It’s
often light and is more open, which confers
a feeling of closeness to nature.
Different shapes of tipi can be linked to
different themes, everything from different
variants and techniques to the history of the
tipi. The tipi can be both permanent or mobile. Apart from using it for overnight stays
it can be used as a meeting place or as a community room in rainy weather.
The tepees as used by the North American Indian tribes vary greatly in appearance,
customs and uses. By studying the shapes
and designs of different tipis you could make
and paint your own to give friluftsliv a new
dimension.
Handicraft close to nature
Nature as inspiration
Many artists, handicraft makers, musicians
and poets use nature as inspiration for their
creativity. Children’s play close to nature, by
water, on open fields, between bushes and
high up in the trees is full of simple creative fantasy. Many will agree that friluftsliv is
well suited to creative activities in different
ways. Friluftsliv gives many opportunities
for creativity and handicraft. Nature is full
of the raw materials.
With a little planning it is easy to create
space for play, spontaneity and creative activity, all things that we find hard to prioritise
in our everyday lives. The creative process
in itself contains qualities that encourage
personal development as well as gaining experience.
Increasing competence gives a feeling of satisfaction that raises self-esteem and confidence. If you connect the craft to a historical
perspective then it also stimulates learning
about your own and other cultures. In practice, making use of historical handicraft
techniques leads to a deeper appreciation
and understanding for the origins of a culture than is possible by second hand information via books and computers.
The innate knowledge of the hand
Regular practise of a handicraft results in an
innate knowledge of the hand (that only comes with regular repetition). It is rewarding
to make something useful using materials
found in nature. This is partially because the
result is tangible, partially because there is a
creative aspect where you get a chance to,
individually or in a group, create something
that is useful. On top of this there is an aesthetic value when you make something by
hand.
To develop creatively
Many people find that it’s hard to be creative, possibly because we are not used to
expressing ourselves personally and artistically. One of the greatest obstacles is created
240
Making wickers can be done by
both children and adults. All you
have to do is adjust their thickness. Thin wickers can be used
for making whisks (see the activity
tip “Whisks” on Page 26). Making
wickers also shows how nature
can be used for many things.
Capture the ring
by ourselves when we, both at home and in
school, place performance requirements on
both adults and children which lead to everyone thinking in a similar manner rather
than promoting diversity. Many people
don’t even dare to try creating something
as it will not be good, in other words it is
not going to be as “beautiful” as in newspapers and books or meet the expectations
of others.
If we can leave these perfectionistic demands to one side and instead be creative
using our own abilities then everyone can
whittle, do craftwork in birch bark, embroider with silver thread, paint, bind reeds etc.
and also develop a personal skill within the
respective handicraft field. Not everyone
will like what they have created. But that
is not the aim. The main thing is that you
have a fun time and feel satisfaction in the
creative process. It is a qualitative opportunity that we all have. This way of being
is especially important when working with
the development of children’s creativity and
self-confidence. It is then urgent to boost
their personality and encourage spontaneity
in their work.
Planning for handicraft
As we are so used to time-tabling (read planning) our every-day lives, we often bring this
behaviour into the planning of friluftsliv.
However, creativity can never be time-tabled
in this way, as it relies an inspiration that
can occur at any time. It is therefore hard to
plan for handicraft.
If we instead choose to plan so as to be
able to do handicraft when we feel we want
to, then this planning is about making the
starting position for a creative process. It is
about having access to a knife and axe so
that if you find a funny bit of wood you can
start whittling, or colours and paint brushes
to hand so when you find a beautiful flower
you can start to paint. Such planning is also
about creating space for the unexpected and
spontaneous. If all of the friluftsliv has a square timetable then there is no space to stop
and be creative at a special moment. Therefore, always make space for spontaneity.
Packing for handicraft
When you pack your rucksack it is obvious that you should bring good clothes, good
food and practical equipment. This is essential in order to make friluftsliv positive and
241
(about training eye to hand
coordination)
A very old game is “capture the
ring”. Carve a stick about 15
cm long. Make a ring out of a
thin, supple twig, about 5 cm in
diameter (the smaller the ring
the harder the game). Tie a thin
length of string (about 30 cm
long) to the ring and the bottom
end of the stick. You now have
to swing the ring and capture it
on the stick.
Reflection: this game can be
found in many places in the world.
The ring could be made from
bone, reindeer horn or wood. This
exercise practises eye to hand
coordination.
The sharp blade
(about a sheath made from
birch bark and root)
To protect sharp objects, for example scissors and knives, you
could make a sheath of birch
bark and root. Cut a birch bark
strip a little wider than the knife
blade. The strip should be four
times the length of the blade.
Fold the strip in half. Then fold
both ends towards the middle.
Now you take a hard root (alternatively a 4 mm wide birch strip)
and bind the folded sheath as
shown in the picture below.
Technique for splitting the root:
after having de-barked the route
to start holding it from the thick
end. If the split starts to deviate
from the mid-line of the root,
then bend the thick end to bring
it back into line. In this way you
can split roots to become smaller
and smaller until finally you have
thread.
enjoyable. Just as important should be including in your luggage the tools and equipment
that enable a creative friluftsliv, for example
whittling knives, axes, water colours, musical instruments, notebooks, handicraft books
etc. Examples of such creative equipment are:
Wool and weaving. Plaiting and weaving
bands are a simple handicraft that can be
brought into nature. Perhaps you even want
to dye the wool yourself? A weaving band
takes little space and is easy to bring out
during breaks.
Tools to whittle with. Whittling knife, spoon
knife, whetstone, engraving knife and a small
axe. With these simple tools you can craft
with wood, birch bark, roots, bark as well
as horn.
Pewter thread embroidery and sewing in
leather. A little piece of leather, waxed linen
thread and pewter thread is simple to bring
and also takes little space. The technique
to sew a little leather pouch to keep your
sewing things in or to embroider a bracelet
can be learnt quickly from handicraft literature.
Water colour equipment. Water colour techniques are perfect for friluftsliv as the equipment is both simple and light. Colours, paintbrushes, sponge, pencil and watercolour
paper go a long way.
Paper and pencil. For many it is enough to
draw their experiences, either as thoroughly
worked pictures or as simplistic mini sketches.
Paper and pencil also make it possible to write down your experiences in words. Small
poems, diary notes or text in the form of novels, all depending on inspiration.
Recorder and harmonica. In nature you
can play because it is fun, even if you don’t
think you’re so good. Both the recorder and
the harmonica on easy to carry with you,
and are mostly appreciated by your friends.
Camera. With photographs you can create
your own flora or fauna book that continuously grows as you encounter new animals and plants. Taking digital pictures you
242
can then use a computer and combine the
text and a picture into a small booklet or a
compendium.
The handicraft place
Some of the handicraft equipment cannot be
carried out into nature. Instead, you can easily create a handicraft place close to nature,
where tools and materials can be stored and
where a fireplace and rain shelter are available. Such a place could be very simple in
the form of a lockable box in the forest or
more culture-like, such as a hut, tipi, a wind
shelter or an iron age house. If you choose
to tie the place to a cultural historical perspective then it can also inspire learning, for
example about the Stone Age, the Iron Age,
logging timber along rivers, Sami culture
or perhaps North American Indian culture.
Such a handicraft place can also enable activities that require more resources such as
smithing, plant colouring, logging, smoking
or charcoaling. For teachers/leaders here are
many good starting points to inspire children to learn through craft and games.
Whittling is for adults largely about finding the right grip for both the knife and
the wood and to learn the characteristics of
the wood. Practice makes perfect, and the
basic rules are to carve in the direction of
the fibres as well as pulling the blade of the
knife sideways. On the next page there are
examples of simple objects for both beginners and for the more accomplished whittler.
Tools that are good for whittling are descri-
Tar
(about making tar from pine
and birch)
Take a tin with a lid (for example
a commercial sized food tin).
Find a piece of tar wood (see
chapter 6, “Deep Forest”). Chop
it into small pieces and fill the tin
with them. Make holes in the lid
so that the tar can run out. Take
another tin and dig it into the
ground. Place the wood-filled tin
upside down on top of the buried
tin and cover the join so that no
air can get in. Make a fire around
the wood-filled tin and let it burn
for an hour. Carefully remove the
tins (so that no earth ends up in
the tin with tar). You have now
made tar which could be used
for example for smearing onto
your shoes.
Tar can also be made from
birch bark. You then fill the tin with
birch bark instead of pine wood.
The birch bark tar or “Russian
oil” was used in former times to
waterproof leather.
Reflection: making tar in a tin
is an alternative to a proper
tar valley and shows how tar is
produced. Discuss what happens
and where and for what you can
tar. Make sure you do actually use
it. Wood tar was one of Sweden’s
biggest exports during the
1700’s. In conjunction with making
tar you can also discuss industrial
development, the forest’s importance and the chemical process.
243
Does peeling potatoes
take time?
(about potato peeling games)
Dicing potatoes. The participants
sit in a ring with a dice, a potato
peeler and tub of potatoes. The
dice is rolled by each person in
order in the ring. When someone
rolls a six they have to rush
into the ring and peel as many
potatoes as possible until the
next person rolls a six. Whoops,
all the potatoes are peeled!
Potato relay. The participants
are split into similar size groups
and placed in lines. One potato
peeler and the same number of
potatoes in front of each line.
The last person in the line pats
the shoulder on the person in
front of them who then repeats,
sending the pat forward. When
the pat reaches the front person,
they run up and peel a potato, run
back and go to back of the line,
sending a new pat forwards, until
all the potatoes are peeled.
The cosiest way is probably to
sit in the grass together with the
leader in a calm area and peel the
potatoes together as you discuss
school, friends, what do you like
most or what you’re afraid of.
Reflection: potato peeling is
a good exercise that trains,
amongst other things, the fine
motor skills. Many children find
potato peeling fun. You get to
do something with your hands
that gives results. It is a positive
activity that adults often make into
something negative, a chore or
“punishment”.
bed under the section packing for handicraft
on page 241. It is easiest to work in fresh
wood as it is softer to cut. If you talk to the
landowner it is usually not a problem to take
small amounts of wood, as long as you don’t
leave ugly traces behind.
For children it is mainly the motor skills of
the hand and the strength that needs practice when you are whittling. At the age of
seven all children can use a knife, even if
their abilities may vary. Obviously, you may
sometimes cut yourself, but if you learn to
whittle at an early age then the cuts are small
compared with when you learn at that older
age, when the strength is large and the skill
is little.
As with all first exercises with small children a walking stick is a suitable task. They
can be part of choosing the wood, whittling
off the bark (which is easy and practices the
knife movements) and decorating it. It is
also important to succeed with a task at this
age, and it is possible with a walking stick.
Knife rules are good for younger children.
The motivation to follow them is high, as
it is exciting and fun. Here are some suggestions:
1. Sit down when you’re whittling (don’t
walk about with a knife).
2. Whittle away from the body (good to do
at the start but as the skills increase you
have to quickly learn more grips meaning
that you sometimes also whittle towards
yourself).
3. Only whittle when it’s calm around you.
4. Ask an adult before you start whittling.
244
Painting with water colours
Sap lotion
Water colouring equipment is small and
easy to bring into nature. The technique is
not so hard and everyone can attempt it.
Just remember that it needs training to become good.
(about making lotion using
spruce sap)
Equipment: a box of paints with colour
cups. Paintbrushes: don’t choose the thinnest as the more detailed you paint the harder it is. Watercolour paper: use a paper that
is glued on all four sides, so that the paper
is stuck while you are painting and while
it’s drying. Then it doesn’t buckle. Pencil:
to sketch around objects. A little sponge: to
wet the paper with.
Technique: wet the paper initially using the
sponge. Make sure that the water is evenly
spread and that the paper is lying flat so that
the water is evenly absorbed by the surface.
When the surface is dry it’s time to start painting. If you wish you can sketch the object
first using a pencil. Paint using lots of water.
If you do not want the colours to flow into
each other they have to dry before you paint
over or against the previously painted area.
2. Ignore the shapes and try to capture the
colours instead. Concentrate on one colour
and try to paint it. Take care to look. A pine
tree trunk is often green and orange even if
it looks to be brown. We cheat ourselves by
simplifying our experiences.
3. Paint shades and shadows. Find a simple
motif, for example a stone or a tree trunk,
and try to capture the relationship between
the colour on the light side and on the shady
side. Notice all shadows. They are hard to
see if you don’t concentrate.
Exercises:
1. Start by trying to capture the shapes. Don’t worry about what colour you
are using. Concentrate instead on limited
shapes like a petal, a stone or a leaf. Try
to see and recreate the basic shapes and
paint them with lots of colour. Then continue trying to paint the shapes in between
in the same manner, for example the shapes
between the branches of a tree, between the
trunks of trees or between large boulders.
Light
Shadow
4. Put together all the exercises and work
without getting swamped by the details to
start with.
245
Mix 1.5 dL olive oil, 15 g spruce
sap (running sap is best), 15 g
bee wax in a tin (or a used pan as
it’s hard to get it clean afterwards). Heat over the fire until
everything is melted. The mixture
shouldn’t be boiling but kept just
below boiling point. Sieve the
runny lotion (for example using a
birch bark sieve) and let it cool
before pouring it into pots. Sap
lotion is used for small wounds
and irritated skin.
Birch bark seive: cut a round
piece of birch bark (about 10 cm
in diameter). Make a number of
holes in the bark and shape it
into a cone, making a fold and
fastening it with a small stick.
Our frilufts years
Fire and bread baking on a stone bed or
in a frying pan.
”City Hunt” (about orienteering training
in the city).
Trip to the little groups own hike
place. “Home sweet home” (about
the art of feeling at home in
the forest).
The aim of
the year:
our local
nature
We go hunting for different
trees and look for beautiful
leaves. ”The tree expert”
(about tree knowledge).
Dried rings (about drying
apples and making
apple soup).
Full day in the forest where
we ask the permission from
the landowner to gather tar
sticks for the ”fire lighting bags” and
we pick funnel chanterelle mushrooms.
Make a display of different fruits and
seeds. See if they spread with the wind
(maple), using hooks (like velcro) or fall straight
down (chestnut).
We choose a tree that the group will follow throughout the year.
Draw it or take a photo of it together with the group.
246
What does the snow contain? Make snow experiments posing
your own questions.
Winter trip on skis, ice skates or why not try
snowshoes? We look for life under the
snow.
“Dinner is served” (about seeing
what different animals eat). We
look for signs using a torch.
Hike where, using newly shar
pened saws and axes, we help
“our” landowner to make a
style over a fence.
Summer
camp
13-23 July
Evening walk amongst the
houses. Which stone has
been used for the buildings?
Time to “take fingerprints of
nature” (about plaster casts).
Trip to the lake to look at birds
and look for signs of spring.
“Historic hike” (about old maps).
erSumm m
a
r
prog
June
ing
Canoe
What does nature offer? Nettles are
picked for drying and for use in tea, soup
or in bread. Other leaves are also picked
for future needs.
Planning of the summer program. The light summer
evenings tempt the group to undertake excursions and hikes.
247
The year of Friluftsliv
Apple theme day
(about working with apples)
Apples are well-known from
many different countries and
give rise to many exercises
in the school yard or the local
environment around the school.
Split the groups into 4 to 8
participants. Each group gets as
many apples as participants. The
apples should come from different countries. The participants
each choose an apple. The task
should be written on paper and
hung, folded over with a clothes
peg on a line. The group takes
a paper, performs the task and
then returns to paper. Help and
assistance should be available.
▼
Examples of tasks:
Which apple is the largest and
most colourful? Each person
writes an apple poem and gives it
to the leader. Sing an apple song.
From which countries do your
apples come? Which countries
have they passed as they flew
over here? How do you say apple
in different languages? Be a tourist
guide from the countries your apple comes from and tell the group.
Make an apple game. Create art
work with natural materials whose
beginning letter makes the word
apple. Share what you know about
apples (history, myths). When you
hear the word “apple” what do
you think about? Write down your
thoughts. Balance with an apple
on your head. Make a drama
where an apple is included in the
story line. The performance can
take place at the end of the day.
Peel your apples and see who
gets the longest piece of peel?
Year round friluftsliv
Practising friluftsliv and awakening a curiosity for nature isn’t bound to seasons and
can happen all year around. Here are some
tangible suggestions of activities for the different seasons and how you could use the activity tips from this book. The examples are
not customised according to age or knowledge and can be modified to suit any group.
Make the groups frilufts cycle called “our
frilufts year” (see page 246). In this you write down what kind of outdoor activities you
do, put up photos, nature momentos and
other exciting things.
tion in the shopping mall or similar. Make a
large drawing of the area, if possible, to cover a whole wall (or a large board), with an
outline of what is visible. Every other week
visit the area to discover something new. It
could for example be a leaf from a tree, a
grass straw, beautiful moss or a can of beer.
Agree on things that you may bring home
and glue up on the drawing. Animals or
creepy crawlies can be drawn or made. This
could be a way to practise seeing changes
and learn about the nature nearby. Autumn
activities whose results you can enjoy during
dark winter days are to make use of berries,
fruit and vegetables. All ages can dry different sorts of fruits and vegetables. Lingon
berries can be boiled to jam and rosehips
dried to make winter soup rich in vitamins.
It’s also good to make time to enjoy the autumn colours. Work with autumn leaves as
a game of memory, press them for postcards
or leaf mobiles. Autumn is also a good time
to study mosses and lichens. Make a moss
landscape to bring home. Water it every
now and then and you can study mosses
throughout the winter.
Winter and cold
High clear autumn air
Autumn is the time when you should do as
much as possible outdoors. Both for practising frilufts techniques and because the autumn offers many possibilities for studying
nature. Find a piece of nature that you can
easily access. It could be the edge of the copse, a small part of a park or garden, a planta-
Dark winter evenings are a gift for planning
future trips and hikes. Old maps can inspire
your imagination and you can visit the local
outdoor museum to research your ideas.
Schedule time for crafts when the beginner
can make hike tray and pack bags and the
more experienced mosquito nets for their
sleeping bag or a home-made carrying frame.
Snow invites studies of animal tracks and
feeding habits, but also making snow ang-
248
Slice the apples and fry them with
cinnamon and sugar.
Reflection: the tasks are adapted
to the age group and can involve
many subjects. Since all the materials are in one place the leader
can manage without needing
much help. At the end of the day
the apple poems are read.
els and playing “follow my leader”. During
cold winter nights in the wind shelter, you
are heated by a log fire and the warm apple
soup from the dried apples, at the same time
as you can have deep discussions about life.
The trip to the city is used for discovering
animal life in the city, the bird table or to
walk to the water with food for the ducks.
During the dark evenings the stars shine
the strongest. It is then time to find the star
chart, binoculars and warm clothes. Spring
winter evenings are also a good time for listening to owls.
Bursting Spring
A spring trip with binoculars and a bird
book to greet the spring birds and welcome them back also give us a chance to discover what else is happening. The nature
diary will get lots of sentences about when
the first spring flower (Coltsfoot, Tussilago
farfara) was picked or when the larks trill
was heard. Connect the return of migratory
birds to a study of the country where they
overwintered. The bare tree’s swelling buds
are perfect for making plaster casts. Visit
the anthill and see how it wakes up. When
the first leaves have burst it is time to make
willow or rowan whistles. How do you discover that spring has arrived in an urban
setting? Make a trip to the water to see
what happens there. When the leaves have
emerged on the tree that you follow year
round then it’s time for a birthday celebration. Nettles are picked for soup and dried
to be used for example in bread baking. In
May it’s time for a dandelion Safari, who
finds the longest, largest, smallest dandelion? A day for the birch can result in newly
baked birch leaf bread, colouring yarn,
birch whisks, poem writing, a special study
of the inhabitants of the birch and possibly
a tasting of birch sap. An exhibition about
the right of public access (allemansrätten) in
the local shopping arcade or library can be
a way to inform the general public about
what rights and responsibilities you have
when you go into nature.
Summer and warmth
Summer is well suited for camp adventures, when you can practice all that you’ve
planned and prepared during the darker
seasons. Allow plenty of time for cooking
249
Theme days
Accommodation
wanted
(about making a bird box)
Modern forestry has meant that
there is a lack of nesting sites
for birds that live in old holes in
trees. By making and putting out
bird boxes in the local forest or
environment you can help these
birds. A simple bird box is made
from a plank according to the
illustration below.
It is important that the bottom
is securely fastened. Fasten
the roof with hinges so that the
birdbox can be cleaned out in late
autumn. The size of the bird box
is adjusted to suit the species
that we hope will use it. Some
examples are:
Blue Tit (Cyanistes caeruleus):
opening 30 mm, depth 150 mm.
Great tit (Parus major) : opening
35 mm, depth 150 mm.
Starling (Sternus vulgaris): opening 50 mm, depth 200 mm.
Stock dove (Columba
oenas) :opening 100 mm, depth
300 mm.
Tawny owl (Strix aluco): opening
120 mm, depth 500 mm.
Reflection: Using notes and a
camera the life in the bird box can
be documented and you can get
an insight into what happens with
“your” bird family.
The example of Ronja the Robber’s
daughter
food and roaming in the forest. Water activities, everything from swimming to looking
for creatures at the beach, are popular. There
are also many different edible plants that are
now worth trying.
The warmth in the ground invites you to
lie on your back and study the clouds. With
a bike you can get further afield on longer
excursions. Why not make a visit to the local
nature reserve or national park?
Base
Front
Side
Side
Back
Roof
The base =
The width of the plank
minus 2 x the plank’s
thickness
Roof = The plank’s width plus 1 x the plank’s
thickness plus the
overlapping part.
By combining fantasy and nature you can get
many new experiences. Previous activities
can once again become new and exciting.
Story books can be an inspiration. Astrid
Lindgren’s Ronja the Robber’s daughter
has for example many episodes that could
be used. This is how a “Ronja the Robber’s daughter” inspired day might look.
Gather the group in a cosy place: under a
spruce, between a couple of boulders or perhaps in a gully in the mountain side. Start
by reading or telling the start of the story.
Split the group into smaller groups or pairs
(depending on the size of the group) and do
the following activities (before each activity
can you tell or read a piece from the book):
Ronja goes on a discovery trip in her forest
with all the animals and fox cubs: let the
group go on a truck hunt within a limited
area.
Ronja becomes angry at Birk when he discovers her fox cubs and leaves him. Then the
mist comes and Birk wants Ronja to wait
for him and help him find his way home.
Ronja doesn’t want to touch Birk but tells
him to hold onto the end of her leather belt:
the participants split in pairs. Each person
gets a two meter length of string. One has
to be Ronja, the other Birk. Birk has to close his eyes (or be blindfolded). Ronja, with
the help of the string between them, guides
Birk a certain distance through the forest.
You then change roles and Birk leads Ronja
(just as in the story). On arrival you discuss
250
what it felt like to be unable to see and have
to trust a friend.
Ronja gets stuck with her foot down in
the Rumphob’s (an elf or a goblin’s) house:
In pairs take the time to look at a stump or
a stone and using your imagination discover
how the Rumphobs live or if there are other
small creatures in the forest. On your return
tell each other what you have discovered.
Rojna and Birk move to a cave and bring
with them the things they need: what kind
of outdoor equipment do we bring when we
are outdoors? Other things we need to add
next time? Are there things we can make
ourselves?
It is time to make a fire in the cave: where
do you find lighting material? How do you
make a fire? Let the participants make a fire
and use it later on for cooking.
The knife has disappeared and Birk blames
Ronja: show different knives, explain how
you look after them and how you whittle
(de-bark a thickish stick about 20 cm long
and use it later for baking stick bread on).
Ronja and Birk bake bread to survive:
make a dough and bake bread cakes on
warm rocks or make a stick bread.
The wild horse has been wounded by
a bear. Ronja uses peat moss to clean the
wound: what does peat moss look like?
What is the difference between peat moss
and reindeer lichen? Are there other medicinal plants nearby?
Ronja sometimes falls asleep to a special
song: make your own forest music using instruments created in the forest with natural
materials. Sticks that are hit against each
other give different sounds, two mature
spruce cones give a rasping sound, little sto-
nes rattle in your hand, the fallen birch trunk
could be used as a drum.
Finish the day by splitting the larger group
into smaller groups, that get a task to make a
drama about different events from the book.
Finish together for example with the Robbers dance.
During the day you will have trained frilufts techniques (for example discussed
equipment and knives) as well as baking
bread. You will have also gained knowledge about nature (for example by discovering
the uses of different plants) and used your
senses to experience through hearing, feeling
the ground with your eyes closed, enjoying
newly-baked bread, the happiness of song in
the music. Last, but not least, you will have
practised co-operation, creativity, leadership
and fantasy through working in smaller
groups.
The life and ecology of the birch
Gather the participants for a day at the end
of May or in early June in a birch coppice where you have the permission of the
landowner to take raw materials from trees
and scrub. Now you really have a chance
to delve into the life of the birch. You will
need literature describing it’s practical uses,
facts and anecdotes, poetry and songs.
Start the day by gathering around a birch
tree, where everyone can help with their
knowledge about the birch (see the activity
on Page 61 “Circle reasoning”). Split the
participants into smaller groups, according
to their interests. The leaves can be used for
yarn colouring, dried for tea, as sandwich
spread and for baking with. From the scrub
you can create whisks, wicker, butter knives,
251
Whittling techniques
(about carving safely)
Whittling is an art that requires
lots of training. Here are different
methods that can simplify
learning. Preferably used fresh
wood, 3 to 4 cm in diameter. The
length of the piece of work should
be at least 40 cm. Alder, birch
and aspen are easy to work with.
Avoid rowan and bird-cherry as
they have very hard wood.
Russian grip
Hold the knife loosely in the
hand and rest your hand against
your knee, it’s the knee that
should be supporting and not
the arm. The knife should be
held still and the wood should be
pulled against the knife. It is important that the direction of pull
is correct to give a good angle
to the knife. Put the stick to the
side of your ribs as if it was a
long ski that you are working on.
If the knife grabs too much or
too little, don’t change angle of
your hand to correct it but turn
the knife in the hand to get the
right angle! Otherwise, you lose
the important support against
the knee. Avoid pressing the knife forwards, instead let it follow
a tiny bit as you pull the stick.
The secrets of the pine forest
Use a day (or two, as you then get to experience an evening and a night) to see, try
and feel the pine forest. If you’re staying all
day in the same place then it is important
that you make it feel comfortable. Making
a fire requires a properly organised firepla-
ce that should be made before you start with
anything else (see Stone bed on page 17 in
Chapter 1 “Warm dry…” ). Material for different projects and studies or crafts should
also be brought along. In smaller groups you
work throughout the day with a pine forest
from different perspectives.
One group looks at growing things that are
taller than the shortest member of that group.
How many pines can you find within a square of 50×50 m? How old are the trees? Relate
the tree’s age to what happened in Sweden or
the world during the life-time of the thickest
pine tree. Make a drama about this for the
others.
Group two researches the plants that don’t
reach up as far as your knee: different types
of shrubs, mosses, lichens. Are they useful for
anything special? Make a walk where you
stop at each place and show the other participants the different plants and explain their
uses.
The third group spends time looking for
animal signs. Not only large animals but also
insects and smaller creatures that hide in the
moss and in old tree stumps (use a magnifying glass). Animal signs are not only foot
prints and droppings but can also be gnawed
pine cones, places where the roe deer has rubbed it’s horns or tunnels under the bark of old
trees. Collect examples of what you found
in the tree stump in a glass jar and describe
their appearance by making a picture of them
using materials from nature. (Don’t forget to
release the animals afterwards.)
Presentations can be done in exchange
groups, where new groups are created and
everyone explains and shows what they have
found.
▼
Reflection; This grip comes
from the Russian Sami, the
Nenets, who are gifted handicraft
workers and still make many of
their every-day objects using a
knife and axe. The grip is restful
to use as the hand with the knife
isn’t put under so much pressure
and the risk area in front of the
knife is very small. This way to
spoons, hooks and candle sticks. From the
birch bark you can plait baskets. It is also
usable instead of tinfoil for cooking in their
cooking dish and as lighting material.
Some people may feel inspired to bring
out colours to paint, make handicraft with a
birch as a base or write poems.
The inhabitants of the birch (birds, small
animals, lichen) can also be an exciting subject. At the end of the day gather everyone
together to tell what you’ve done. If you
have a school class that could be followed
up in a classroom with an exhibition and games using new knowledge. Apart from the
normal use of the birch you can also find
out where in the country or in the world it is
found, which climatic conditions it prefers,
how it has moved in and its appearance in
literature and songs.
252
The “burr” that gave me the wooden cup
stuck out as a bump from the knotty tree
and the days after were filled with carving,
with fibres that always wanted to stop the
curly knife.
I look down into my steaming cup
and once again feel content with my handicraft. The memories from Hurrasjåkkå and
times by the edge of the road colour the
coffee so that the taste becomes sublime
and unsurpassable.
The afternoon is spent looking for pine
stumps and burning tar (see the activity
“Tar” on page 243). During the tar burning
allow time for individuals to explore and
make things by whittling or weaving (read
about crafts in chapter 3 “Deep forests”).
Cooking over an open fire requires time and
practice.
Do a longer evening walk if possible in different habitats, allowing some stops to feel
and experience the mire, the leafy forest, the
old field which may contain young spruce
trees. When you then return to the pine forest you will have experienced some of nature’s different features.
The theme for the evening gathering
around the fire could be “the forest”. You
would then have prepared songs, poems,
stories or myths. Here there is also a chance
for the participants to express their own feelings about the forest.
Create your own outdoor
equipment
It’s drizzling lightly where I sit by the edge
of the ditch, with both hands around my
wooden cup (Kåsa). The coffee warms
through the thin wooden walls. My
thoughts go to the mountain birch forest
where Hurrasjåkkå runs down into Laisälven, on a summer’s day many years ago.
I remember the green grass,
the streams playful whirling below the
pasture and the sunlight colouring the
white yellow birch trunks.
Baggböle, october 2OO1.
A deeper preparation
To make your own equipment can inspire
future outdoor activities as well as give satisfaction from the handicraft itself. When you
use equipment that you’ve made the outdoor experience becomes more profound.
The practical work can take place both as
outdoor activities around the campfire or
indoors, for example during the winter
months.
Small and large pieces of craft work
The beginner chooses to create something
simple, for example a walking stick, butter
knife, pack bags, fire bag, birch whisk, hike
tray or a knitted woollen hat. Amongst the
activity tips in this book (see the index on
pages 280-283) there are numerous different examples. When knowledge and skills
increase you can make more advance works,
perhaps a spoon, wooden cup, sleeping bag
cover, carrying frame, snow gaiters, paddle,
knife or a wind shelter.
The most advanced handicraft takes more
time and resources, but the greater efforts
253
use the knife is easier to teach for
those who have not used the knife
before.
The bus grip
The knife and the piece of wood
are held in front of the rib cage.
With the flat of the hand facing
upwards, the knife is placed in
the hand with the blade facing
out, the blade is turned away
from the body, the fingers
around the handle. The wood is
held in the other hand, gripped
as if it were a baseball bat. Both
hands should be moved away
from each other but all the time
they should have contact with
the rib cage. This grip gives very
good control of the work and
the risk area around the blade
is small.
Reflection: this grip gives very
good strength and control,
especially working with smaller
pieces. The term bus grip comes
from the fact you should be able
to sit close together, as if on the
backseat of a bus, and whittle
without risk.
Knife handiwork
(about making your own
knife)
A simple method to make your
own knife is to attach a fresh
piece of birch wood onto the
tang of a knife blade (the thinner
part above the knife blade). The
birch should be straight growing,
without twigs and about 5 cm
thick. It should be longer than the
width of the users hand. Start by
cutting the time so it’s about 7
cm long. Sharpen it and then file
down the edges with a metal file.
Put the pointed part of the tang
against the soft inner marrow
(the middle of the branch) and
carefully bang it with a club, a
piece of wood or the back of an
axe. Loosen the knife blade from
the surface every now and then
so it doesn’t get stuck. Wrap
some tape around the blade to
carve the handle so that it suits
your hand. When the wood dries
it shrinks and therefore fastens
properly around the tang. Smear
the wood of the handle with
fat or boiled potatoes during
drying to avoid cracks. Once it’s
dried polish it with a cloth and
treat the shaft with a mixture of
boiled linseed oil and 25% balsam
turpentine.
result in an even larger satisfaction, both
intellectually and emotionally. Those have
paddled in a kayak that they’ve built themselves, lived in a tent they made themselves,
walked with a backpack and or an anorak
sewn using their own measurements or skiid
with a homebuilt pulka, will know what this
means, both for the experience and for the
self-confidence.
Saddle makers
stitch
Add an
allowance
for the
seam all
round
Leather pouch
This is a simple design of a leather pouch
with a leather draw string, that can be used
for food, fire equipment, small tools etc.
If you have a plastic bag inside the leather
pouch then porridge oats and coffee stay
dry, as the leather protects the plastic bag
from breaking. If you make the pouch very
small you can put inside a lucky charm stone
or small nature find and hang it around your
neck.
The leather needs to be thin and malleable,
for example reindeer, calf or goat. Cut out
two similar shaped sides according to the
figure in the size that you want. Then create a leather strip that is a little longer than
the distance A – B. The width depends on
how large you want to make your pouch but
shouldn’t be wider than the sides.
You sew the two sides together with the
waxed linen thread and a curved handicraft
needle. Thin leather is fine to sew through
directly, whilst thicker leather must be
pre-punched using a bradawl against a block
of wood. Use two needles and sew with a
saddle makers stitch (see drawing). Very fine
leather can be sewn using a sewing machine.
Add a small leather loop in one of the seams
where the bag is at its narrowest and make
sure it’s fastened properly. This can be used
for attaching the pouch to a belt. The twisted leather draw string is created using a
long and very thin piece of leather that is put
in warm water. Take it out of the water and
roll it by sitting and holding one end whilst
you pull the other with the flat of your hand
against your thigh. Hold the middle of the
draw string in your teeth and bring the two
ends together without letting go. When the
ends meet and your teeth let go, they will
twist themselves together. Even out the twisting over the length of the draw string and
tie the ends together with an overhand knot
so it doesn’t unwind. Pull the draw-string
through the loop as in the picture and wrap
it round the bag to close it.
Wind shelter
Your own personalised wind shelter gives
a homely feeling when you take a break or
camp for the night. The pattern shown here
is suitable for 2–3 people. The advantage
with a small wind shelter is that it’s simple
to find a good spot and you don’t need any
long sticks. The material should be finely
woven close and if it’s not watertight it can
254
After that you just have to cut out the pattern and start sewing the different parts
together. In order to make it strong you
should fold over all the edges that are not
sewn together with material.
Folding seam
Seam 1
Seam 2
Y1
25
Y2
cm
Sam
Y2
oth
eas
er s
em
ide
Y1
25 cm
be treated. Sew all the seams with “flat-felled seam” so it doesn’t leak. Start by copying
the pattern and making a paper wind shelter
to see the principal. The measurements of
the wind shelter can naturally be changed
depending on the width of the material.
When the wind shelter has been made
then it is time to attach the loops for the
guy lines and pegs (Loops are stronger than
holes). Tie pieces of string (guy ropes) onto
the loops that hold the roof and the front
of the shelter (marked with a circle on the
drawing). Whittle or buy lightweight tent
pegs. To store the wind shelter during the
hike you can also make a bag.
230 cm
he
on t
ops
230 cm
X2
er
oth
X2
X1
the
e lo
on
Sam
nt
me
X1
ure
Add seam
allowance of
roughly 2.5 cm
side
Z2
56 cm
Z1
56
Z2
Z1
175 cm
255
cm
11
0c
m
Ca 108 cm
Protect the blade
(about making a sheath of
leather for your knife)
This model of a knife sheath is
simple, traditional and functional.
It consists of a wooden centre
that is dressed with leather.
Start by shaping two dry pieces
of wood (see Fig.) to the shape
that you want and slightly larger
than the blade of the knife. Carve
out the recess in each piece to
match the shape of the blade.
Treat them with boiled linseed
oil and 25-50% turpentine. The
leather to be used should have
raw-hide on the inside. Wet it first
to make it soft and supple to
work with. Cut a piece according
to the figure. The length should
cover two thirds of the knife
handle. The width should be
enough to go around the knife
and the pieces of wood and leave
enough space for a seam. Start
by sewing the leather from the
bottom with a waxed linen thread.
The knife has to be inside during
the work and should be wrapped
with 2 to 3 layers of thin paper.
Use the saddle makers stitch
(see leather pouch, page 254)
and sew with two needles. Even
the edges and make a small hole
at the top to fasten a leather
strap. Let the knife sit in the
sheath for the whole time whilst
the leather is drying
The Right of public access
(allemansrätten)
The text below comes from the pamphlet
Right of public access – a unique opportunity Naturvårdsverket (http://www.naturvardsverket.se/ Allemansratten). Further information in Swedish may also be
obtained from the book Allemansrätten:
Vad säger lagen? by B. Bengtson, 2004,
and the rapport Allemansrätten och dess
framtid by K. Sandell and M. Svenning,
2011. Pedagogic material on allemansrätten may be obtained from the organisation ”Håll Sverige Rent”.
The right of public access is a fantastic
opportunity for all of us to roam freely
in nature.. You make use of the right of
public access when you go for a walk in
the forest, paddle a kayak, go climbing
or just sit on a rock and think. Usually
it is completely natural for us. In order
for everyone to enjoy nature, we need to
take care of nature and wildlife and show
consideration for landowners and others
who are outdoors. We can sum this up
with the phrase ”Don’t disturb – don’t
destroy”
Hike, bike, ride...
We have a wonderful opportunity to
experience nature and pursue many different activities. Swedes are extremely
interested in outdoor life and nature.
So that everyone can enjoy nature, it is
good to keep some things in mind:
• Remember that crops, replanted forest
or other vulnerable land should not be
damaged.ark.
Fire
The campfire adds spice to our outdoor
life, and you are allowed to build a fire
in nature.
• To avoid disturbing those who live in
the area, do not cross over or occupy
someone’s lot. Residents have a right to
be undisturbed.
• Do not interfere with the activities of
landowners.
• When you ride or cycle in terrain, there is a risk of damaging the ground.
Do not ride or cycle over soft, fragile
ground or on designated jogging tracks,
ski tracks or hiking trails.
• If you cross enclosed pastureland, do
not disturb animals or damage fences.
Close the gate after you so that livestock does not get out.
But fires cause concern among many
landowners because much valuable forest
goes up in flames every year due to carelessness with campfires. To minimise the
risk of fire spreading, it is good to keep
some things in mind:
• Do not start a fire if there is the least
danger of it spreading – in dry weather
the lighting of fires often is prohibited.
• Choose a place where there is no risk of
the fire spreading.
• Do not build a fire directly on or right
next to rocks. They can crack, causing
scars that never heal.
• When you are done with the fire, make
sure that it is thoroughly extinguished.
• Leave no trace of the fire in the form of
Camping
By all means pitch a tent for a night or two
in the countryside! Remember to pitch it
in a suitable place – in other words, where
farming is not carried on and not too close to a residence. Indeed, the greater the
risk of disturbing someone, all the greater reason there is to ask for permission.
Consideration is especially important
when camping with caravans and motor
homes outside designated areas. Such
camping is governed by off-road vehicle
use laws.
Picking flowers, berries,
mushrooms, twigs...
You are free to pick flowers, berries,
mushrooms, twigs and branches from the
ground. To avoid damaging nature, it is
good to keep some things in mind:
• Remember that certain plants are protected by law and they may not be picked. The county board can provide information on protected plants. Orchids
are protected throughout the country.
• Do not take twigs, branches, birch-bark
Take rubbish with you
We all want clean nature, free of litter. So
take rubbish with you. Glass, tins, plastic
bags and bottle caps can injure both people and animals.
256
a fireplace or such.
256
and other bark from growing trees.
They can be damaged.
Dogs
Obviously dogs may accompany you in
nature. March 1 to August 20 is a sensitive period for wildlife, and dogs are not
allowed to run loose then. During other
times of the year, you also must have your
dog under sufficient control so that it does
not disturb or damage wildlife and other
people. In some parts of the country dog
leash laws are in effect.
Swimming and boating
The right of public access applies both on
land and water. You may swim by the shore, boat almost everywhere, moor your
boat and spend a day or two on board.
The same rules for consideration of your
surroundings apply as on land. In other
words, don’t disturb – don’t destroy. To
be able to enjoy nature by and on the water, it is good to keep some things in mind:
• Do not moor your boat or go ashore by
a dwelling or where there is no admittance, such as a sanctuary for protection of birds and seals.
• It is okay to moor a boat temporarily at
someone else’s jetty if it does not interfere with the owner. But not if it adjoins
the rounds of a house, of course. It is
preferable to contact the landowner.
• Special rules, such as speed limits and
no admittance, may exist.
• Remember that motorboat operators
need to be more considerate than quieter boaters.
Hunting and fishing
The right of public access does not cover
hunting and fishing. But you are free to
fish without a licence with a rod and certain other hand gear along the coasts and
in Sweden’s five largest lakes: the Vänern,
the Vättern, the Mälaren, the Hjälmaren
and the Storsjön. Fishing in other waters
requires a fishing licence or other permit.
Along the Norrland coast, the west coast
and Skåne’s southern coast certain other
fishing methods are allowed without
a licence. Otherwise fishing with nets,
trolling or tip-up fishing is not permitted
without a licence, nor is salmon fishing
by the Norrland coast. So that everyone
can enjoy nature and avoid damaging it,
it is good to keep some things in mind:
• Remember to always take note of the
rules that apply in the place you want
to fish.
• Do not leave hooks and lines behind
you in nature. They can be death traps
for wildlife.
• Remember to leave wildlife’s young
and nests or dens alone.
• You are not allowed to take bird eggs.
That is considered hunting. All wild
animals and birds are protected by law.
Hunting may be carried on in accordance with hunting regulations. Species threatened with extinction, such as
frogs and snakes, are protected.
Organised outdoor life
Adventure tourism and other organised outdoor life have tremendous opportunities to make use of the right of
public access for activities. The right of
public access can be used commercially
and by many users simultaneously. Those who organise activities on another’s
land bear a great deal of responsibility.
The very best way to proceed is for the
organiser to make contact with the landowner, municipality and county board
before the activities begin.
257
257
• Obtain the necessary proficiency
• Choose a suitable location
• Implement measures for security and
prudence
• Inform participants about the right of
public access
In nature close to population
centres
In nature close to population centres the
right of public access is all the more important. It enables many people to take
part in nature activities close to home
without going away. In populated areas
many people live side by side, sometimes
in crowded spaces. The right of public
access makes it easier for all of us to
coexist in nature in a respectful manner
and to avoid conflicts and wear and tear
on the land.
No motor vehicles on the ground
There is no right of public access for motorised vehicles. According to Terrängkörningslagen (terrain vehicles law), it
is forbidden to drive cars, motorcycles,
mopeds and other motorised vehicles
on bare ground in the terrain. Nor is it
permitted to drive motorised vehicles on
private roads that are closed to motorised traffic. Such restrictions must be indicated by road signs.
Protected nature areas
In national parks, nature reserves, Natura 2000 sites or other protected areas,
special rules apply. Sometimes the right
of public access is limited, sometimes
expanded. Information is posted at the
entrances to the parks or other protected
areas.
More inspiration
Some wide overviews
A wide multi disciplinary field
This book covers many different scientific disciplines and multi-disciplinary
subjects. It has been necessary to include
knowledge gained through experience,
frilufts technique, handicraft and poetry to express what we want to say. At
the same time new literature continues
to add to our knowledge and the internet has become an important source for
both knowledge and possibilities.
This book is also a teaching aid for
university studies, however, references
are not presented in the normal way
with parenthesis or footnotes. References are mainly provided for two reasons;
to give the reader suggestions of where they can find further studies and to
provide evidence of what’s been written.
But when it comes to a book in frilufts
pedagogics (not about) then the more
in-depth suggestions for the reader are
based on experience and practical work
that aren’t found in references. The book
is based to a large extent on so-called
“proven experience”, which makes the
presentation of the authors especially
relevant.
We have chosen in the suggested literature to give suggestions from a wide
general literature, mainly in Swedish,
that will remain relevant for many
years after publication and which in
turn contain many references. We have
identified especially important sources. Something to bear in mind for all
the chapter headings below is that new
material is being produced all the time.
This material you can find in libraries,
databases and within organisations. To
strengthen the book’s scientific content
and to provide a basis, for example, for
essay writing, we have also a special section about friluftsliv research with some
key issues where examples are given of
publications and journals within various
subjects. After this you find the common
reference list for the whole book but
note that the sources to all the citations
in the book are given separately in the
list of poems and citations. It is important for those who work professionally
in this area to ensure that they follow
current policy documents and curricula
etc.
258
A rich source of information about historic aspects of Sweden’s nature, environment, population etc. can be found in
Sweden’s National Atlas that since 1990
has been released in many volumes, covering for example: Plants and animals;
Climate, Lakes and water courses; Cultural landscape and buildings; Mountains on earth; Sea and coast; Environment
and forest. General publications such as
The National Encyclopedia can tell you
more about for example the “romantic
era”, “gneiss”, “the history of fire” or
“the thinning of the ozone layer”. Friluftshistoria – från ´härdande friluftslif´
till ekoturism och miljöpedagogik (Sandell & Sörlin, 2008). This is a broad
anthology about Swedish friluftsliv history, from nature tourism, children’s
activities and the right of public access
(allemansrätten) to promoting health,
environmental engagement and future
perspectives. The book contains many
references to the scientific articles and
reports that these chapters rely on. An
extensive work in Swedish friluftsliv is
the anthology Fredman et al. (2014) and
a book about planning friluftsliv referring to international literature is Planera
för friluftsliv (Emmelin et . al. , 2010).
An important source for deeper understanding of Sweden and a multicultural
friluftsliv is Det gröna finrummet (Lisberg Jensen & Ouis, 2014).
Current tendencies about “sportification” and new relations to indoor
environments (such as climbing walls,
indoor skiing etc.) can be found in San-
dell et al. , (2011). A wide international work about education outdoors is
”Routledge International Handbook of
Outdoor Studies” (Humberstone et al.,
2016) and an overview of international outdoor recreation research can be
found in ”Studies in Outdoor recreation” (Manning, 2011).
Many older books on practical friluftsliv are often relevant today and can
be found in libraries. Scoutuppslagsboken (1993) is a good source for practical
outdoor questions. You can read about
knots in Knopar och rep (Berkeman,
2000) and when it comes to cooking
the following can for example be useful:
Bortom frystorkat (Hultén et al., 1999)
or the classics: Torkning av bär … (Sahlin, 1981) and Kan man äta sånt (Ingmansson, 1978). Friluftsliv och hantverk (Glantz & Olsson, 1987) offers not
only many concretete suggestions and
instructions when it comes to frilufts
related handicraft but also provides information concerning history, how to
establish a permanent campsite, exciting
games and competitions that are easily
done in nature as well as much more.
Another book on handicraft where different techniques are carefully described
is Tälja med kniv och yxa (Sundqvist,
1988). Överleva på naturens villkor
(Källman & Säpp, 2001) can also be an
exciting in depth practical inspiration.
When it comes to the need for different
group exercises and cooperation activities for example Forsmark’s (2008)
Handledarboken för samarbetsövningar
could be useful. A very good classic is
Nycklar till naturen: Med barnen i närmiljön (Ekström & Szczepanski, 1991).
Through the index to the papers of
the organisation Argaladeis you can find
many practical outdoor tips, see also
the history of this exciting organisation
(Waldén, 2001) and the paper “Väglöst.” The activity bank of the scouting
movement is a web-based databank with
tips, knowledge and inspiration. When
it comes to species literature on plants
and animals, information about nature
and environmental questions or literature on pedagogics and safety questions
– and so much more – then as a rule it’s
best to combine searches on the Internet
with visiting a good library. On internet
pages such as “Utenavet”, organisations
such as Skogen i Skolen, Centre for Nature guiding, Nature protection organisation, the Scouts, Keep nature clean
and Forum for outdoor pedagogics as
well as on the contact page for research about friluftsliv there is information
about current literature, Swedish research on friluftsliv and conferences etc
(www.friluftsforskning.se).
For teachers in preschool and school
it is important to keep up to date with
current policy documents, such as the
national curricula and course plans and
how they prescribe friluftsliv, outdoor
pedagogics and nature contact. The
same applies to youth leaders in different organisations.
Chapter 1: Warm, dry, well fed
and happy
Classics such as Scoutuppslagsboken (1993), Friluftsliv och hantverk
259
(Glantz & Olsson, 1987) and Torkning
av bär … (Sahlin, 1981) as well as Ute
(Wermelin et al., 1982); and Mera ute
(Tordsson et al., 1984) offer a good
foundation towards a deeper technical
outdoor knowlledge. Here you can also
find many other ideas around friluftsliv
and outdoor teaching. In Isberg’s book
Enkelt friluftsliv (2002) there are many
practical suggestions as in Fält (1998)
and Olsson (2001), Hegart & Kramer (2014), Hegart (2017), Johnson et
al. (2014), Fält & Weslien (2010) and
Johnson & Lundqvist (2014).
Chapter 2: From a natural life to friluftsliv
The basis for this chapter, when it comes
to the relationship of humans to nature over time, is mainly wide overviews
covering nature view and environmental history in for example Sörlin (2001;
1991), Sörlin & Öckerman (2002) and
Worster (1996) where further references can be found. When it comes to the
history of friluftsliv, this rests on the
authors research which can be found
in amongst others the anthology Friluftshistoria (Sandell & Sörlin, 2008).
Here you also find some thoughts on
current trends which are also based on
the authors reserach see Sandell et al.
(2011), Sandell (2016a och 2016c). A
more thorough presentation of the different ”friluftsliv styles” can be found in
for example Sandell (2016c) and Emmelin et al. (2010).
Chapter 3 Pedagogics, didactics
and leadership
In the anthology Friluftshistoria (Sandell
& Sörlin, 2008) there are many chapters with a pedagogic focus for example
about the childrens nature school ”mulleskola” through Friluftsfrämjandets, as
well as the outdoor educations in schools.
Tordsson (2003; 2010); and Isberg
(1991) look into the teaching methods
and the values of friluftsliv. Overviews
on nature guiding can be found in Ham’s
book on Interpretation (2013) and further reading on the historical roots of
outdoor pedagogics can be fopund in
Dahlgren & Szczepanski (1997). Szczepanski has also written his own texts
(for example. 2006; 2008, 2018, 2019)
where further references may be found.
Other references on the roots of outdoor pedagogics can be found in: Rousseau (1979); Lagerlöf (2005); Fröbels
(1995); Keys (1996); and Dewey
(1999 and 2004). Flow-terminology can be found in Csíkszentmihályi
(2000) and about Outward Bound in
Booth et al. (1990). The source of the statement that 85 % of our communication
is non verbal stems from the Norwegian
professor of music Bjørkvold, the author
of Sköldpaddans sång (1998) and Den
musiska människan (2005). Nordahl &
Skapell Misund (1998) is mainly relavant to staff of preschool and the lower
school ages or those within special needs
education see for example Ericsson
(2002) and Molander et al. (2005).
Books on immaterial stories and sagas
are Schön (1996) and Bang & Dahlström (2004). Innate knowllege can
be studied in: Hartman et al. (1995);
Waldén (1994); Öquist (1995); Molander (1996) and Svenning (2004). International litterature are for example
Ogilvie (2005), Priest & Gass (2005)
and Humberstone et al. (2016).
Chapter 4 Ecology, human ecology
and sustainable development
This chapter is mainly based on human ecological and environmental
historical overviews such as Sörlin
(2001), Sörlin & Öckerman (2002). The
source for the figure on different types
of natural resources is a basic book on
human geography (Haggett, 1983). Uddenberg’s books (for example 1995 and
2003) are highly revered and the books
Vad ska vi med naturen till? (Sjöberg,
2001) and Naturen för mig (Ek-Nilsson
et al., 2014) give many different aspects
on the humans relationship with nature in the early 21st century as do Holm
(2008) and Lundgrens anthology about
the 100-year jubilee of Nature Care in
Sweden (2009).
Chapter 5 The history of the
landscape
This chapter is based on the authors research and teaching life within human
geography as well as different volumes
of Sveriges Nationalatlas. The first part
of Fårad mark (Cserhalmi, 1998) gives
directions on the use of historical maps
to understand the lay out of the land of
260
today. The next part of the book concerns reading the cultural traces in the
landscape. Bengtsson (2004) gives an
authoritarian way of understanding
”The Right of public access” (allemansrätten) and a more in depth discussion
can be found in Ahlström (2008) and
Sandell & Svenning (2011). Suggestions
on different teaching methods focussing
on historical perspectives of the landscape can be found in Larsson & Öborn
(1995). For an exciting method of binding together history, drama, landscape
and nature in roleplay (”lajv”), see for
example Käll (1998). For an understanding of nature conservation politics see
Lundgren (2009) and on the City Nationalpark Holm & Schantz (2002).
Chapter 6 Deep forests
Lots of useful information regarding
the history and pedagogical use of the
forest can be found in Nitzelius & Vedel (2000), Glantz & Olsson (1987),
Scoutuppslagsboken (1993), Wermelin
et al. (1982), Larsson & Öborn (1995)
as well as the classic series ”Vad jag
finner” Coulianos & Mandahl-Barth
(2000). The volume on forests in Sverige Nationalatlas (1990) is beautiful
and informative. For the wider historical perspectives see Schama (1997) and
an anthology on Swedish forests can
be found in Almered et al. (2004). In
Blomsterspråk (Wingård, 1997) some
40 of the most common plant species
are presented.
Chapter 7 wet waters
Chapter 9 High Mountains
Apart from more general Flora and Fauna litterature, Vad jag finner i sjö och
å (Mandahl-Barth, 2000); Småkryp i
sötvatten (Mandahl-Barth, 1980) and
Sötvattensfisk och fiske i Europa (Dahlström & Muus, 1990) can be specially
mentioned concerning lakes and rivers.
On paddling, the classic Tidens kanotbok (Rennermalm, 1983 gives an overview and for winter themes Isboken
(Lindquist & Tysk, 2007) is useful.
Fjällboken (Grundsten & Palmgren,
2001) offers a wide overview of most
things concerning the mountain environment and examples of species litterature
are Nylén (1996) and Holmåsen (1981).
An historic case study is given by Per
Åke Nilsson in his rapport Fjällturismens historia (1999), which together
with many useful material is published
by ETOUR, Mitt-university. A couple of
examples of literature on the history of
the Sami and the right to land issues are
Lundmark (1998) and Isaksson (2001).
Vinterfriluftsliv by Rolf Olsson (2001)
can be useful when planning expeditions
and friluftsliv in winter.
Chapter 8 Wide coasts
The material for this chapter has
mainly been gained through university courses in biology, natural science and environmental science. Falk &
Kallenberg (1996) provided a useful
source of inspiration. See also: Køie,
(2004); Kristiansen (2001); Holmberg
& Nelsäter (2000); Johansson (1987)
and Nilsson (1992). Other inspiration
can be sourced from various ”science
centers” for example ”Havets hus” in
Lysekil or via the internet, for example
”Vattenkikaren” at Tjärnö marinbiological station. Rosén (1999) gives a
classic introduction to kayaking as
does Mentzing (2000) and water safety is discussed in Scoutuppslagsboken
(1993). To gain more information and
know-how on building your own kayak
using natural materials , friluftsprofiled
folkhighschools and similar organisations for example Argaladei: Friluftsliv
– en livsstil can be a way forward.
Chapter 10 Suburban friluftsliv
The think tank MOVIUM at the
Swedish University of Agricultural Sciences in Alnarp and Uppsala provide
valuable overviews, research and practical tips when it comes to planning green
urban spaces and school playgrounds,
see Grahn (1991; 1992); Grahn et al.
(1997) and Olsson (1998). Boverket together with MOVIUM have published
Gör plats för barn och unga (2015), as
a guide to planning, design, care and
running of the outdoor environment of
children and young people. Practical
teaching literature about children and
nature are for example Norén-Björn
(1993) See also Åkerblom (2005) and
Olsson (1995; 2002). The methology
book series ”Att lära in ute” (Naturskoleföreningen and Outdoor Teaching
publisher AB) are inspirations for both
261
school and pre-school. Other inspirations: Gustafson (1976); Rapp (1992,
1996); Granberg (2000) and Drougge (2005). Larsson & Öborn (1995)
and Glantz & Olsson (1987) are also
relevant in this chapter. Safety and accessability of childrens playgrounds
are central in (Henriksson, 2001), something that Boverket address on their
homepage. Furthermore Sörlin (2001),
Uddenberg (2003) as well as Lindsten
(1991), and Kompostboken (Alm et al.,
1997) have been used. About planning
suburban friluftsliv and garden therapy:
In 2010 Routledge published the book
Innovative Approaches to Researching
Landscape and Health, and in 2020
Studentlitteratur published the book
Gröna Rehabs modell.
Chapter 11 Friluftsliv, health and
quality of life
A basis for this chapter is a wide historical perspective of mankinds relationship
to nature, for example Sörlin (1991) and
Worster (1996) as well as the authors
own research for example Quennerstedt
(2006), Öhman & Öhman (2011) and
Mårtensson et al. (2011). The impact of
relocation from the countryside into urban areas in the last century is covered in
Frykman & Löfgren (1987). Uddenberg
(1995) gives a picture of the importance
of nature today, as does Jensen (2008)
and thoughts on the deeper dimensions
of friluftsliv can be found in for example
Thoreaus Skogsliv vid Walden (1947,
original: Walden, 1854). Historical perspectives on relationships between nature, sport and friluftsliv is discussed in
Eichberg & Jespersen (1986). The book
about physical education, that is mentioned is Öijen (2005), see also for example
Duesund (1996); Antonovsky (2005);
Eriksson (1997) as well as the section
on health in ”About frilufts research”
below. An historical perspective on the
role of nature in physical education in
schools can be found in Sundberg and
Öhman’s chapter ”Friluftsliv for health
and quality of life” in Sandell & Sörlin
(2008). Lindholms dissertation (1995)
discusses the importance of the natural
environment in childs play (also historically) and general overviews of children, nature, friluftsliv and health can
be found in for example Frischenfeldt
(1996). From MOVIUM, texts such as
Grahn et al. (1997) and Olsson (1998)
may be useful.
Chapter 12 Friluftsliv close to
nature - an environmental learning
opportunity
A more in depth content of this chapter can be found in Sandell & Öhman
(2013). See also Sandell et al. (2003; and
the revised copy in english Sandell et al.,
2005) as well as the section on pedagogy
in ”About friluftsliv research” below. A
thorough discussion about the industrial society’s relationship to nature and
ethical questions are well presented in
amongst others von Wright (2000) and
different ”ekosophical” works such as
the classic Ekologi, samhälle och livsstil (in Swedish, Naess, 1981). When it
comes to nature contact, children and
environmental perspectives see Östman
(2015) not to forget the today well esta-
blished pre-school organisation ”I Ur
och Skur” with its roots in Friluftsfrämjandets ”mulle-schooling”, see Rantatalo (2008) on its history and for example
Bertilsson & Larsdotter (2013) as well
as Drougge (2005).
Chapter 13 planning for friluftsliv
This chapter is a practical conclusion
of the book and hence builds on literature already mentioned, for example:
Scoutuppslagsboken (1993), Ute (Wermelin et al., 1982); Mera ute (Tordsson
et al., 1984), Friluftsliv och hantverk
(Glantz & Olsson, 1987) as well as
Nycklar till naturen (Ekström & Szczepanski, 1991).
Organisations
Below you find examples of Swedish
organisations and institutions which
may be of use for further studies (their
addresses are not included as they quickly become outdated). Their homepages
often have internet links and other platforms of contact (for example, reports
and newsletters):
• Argaladei: Friluftsliv – a lifestyle
• SLU Centrum för naturvägledning
• ETOUR (European Tourism Research Institute) at Mittuniversitetet in
Östersund
• The research network Friluftsforskning.se
• Folkhögskolornas informationstjänst,
FIN
• Formas: Forskningsrådet för miljö,
ariella näringar och samhällsbygande
• Framtiden i våra händer, FIVH
• Friluftsfrämjandet
262
• Svenskt Friluftsliv (an umbrella organisation för outdoor organisations)
• Scout (The Swedish Scout movements
homepage)
• Fältbiologerna
• Förbundet skog och ungdom
• Greenpeace
• Håll Sverige Rent
• The Sports University in Stockholm,
GIH
• Friends of the Earth
• The think tank MOVIUM at the
Swedish University of Agricultural
Sciences (SLU)
• Forum för utomhuspedagogik, Linköpings university
• Naturskoleföreningen
• Naturskyddsföreningen
• Naturvårdsverket
• Skogen i skolan
• Skolverket
• Styrelsen för internationellt uvecklingssamarbete – Sida
• Utenavet – national network for
promoting outdoor learning
• World Wildlife Fund, WWF.
About Friluftsliv Research
BY: KLAS SANDELL
Friluftsliv as a field of research
Friluftsliv is a broad and multiscientific
research field covering many disciplines
and research directions. The field links
the most basic theoretical questions and
practical tangible experiences and activities. It is not obvious how much the
Swedish/Nordic word “friluftsliv” can
be translated to “Outdoor recreation”
in searches about international frilufts
research. (For the authors point of view
see Sandell, 2003; 2016b). In short Friluftsliv is a field where the traditional
academic way of finding information
only scratches the surface.
The overriding aim of this section
about “frilufts research” is to strengthen
the use of our book as a base for different projects, for example essays,
groupwork and critical discussion. To
be able to seek information and debate
and discuss the concepts, experience and
“truth” is a necessary part of going into
depth in your own area as an outdoor
teacher. It is also a way to slowly increase the friluftsliv and the outdoor teachers identity and significance in society,
schools, planning and politics.
It is also our belief that a book in (not
about) Frilufts pedagogic benefits by
not being burdened by the traditional
scientific language and the obligation
for literary references and the constant
questioning of it’s own hypothesis. These references and questionings are the
strength of the scientific approach but
they also mean that you often avoid creating a poetic frame around the activity
– that at the same time is often necessary
to give strength to the outdoor learning.
Whilst practical outdoor teaching often
requires both practical and mood creating frames, as an outdoor teacher you
also sometimes have to return to critical reflection. Hopefully this section will
serve as an overview of where and how
you can find material about research
into friluftsliv, in which fields such research works as well as give examples of
different themes.
Scientific validation
Before a discussion about research possibilities and themes it is important to
consider the principles of research and
scientific validation. One aspect of scientific work is the difference between what
is considered interesting for research (for
example how good it is to be in nature?)
and what from different perspectives is
seen to be research possible (for example
263
how can we tackle this question using
scientific methods). When it comes to
what is interesting there is often a difference between what different groups
in society consider to be interesting (relevant for society, good, user oriented,
of economic benefit etc.) and what is
considered within science interesting to
research (for example theory or method
development). When it comes to the
question of what is research possible the
answers vary greatly depending on who
you ask. In other words, what different
researchers with different traditions, disciplines and methods have as a requirement or view as to whether a research
approach can be seen as “scientific”. Examples of this can be to what extent quantification (measuring with numbers) is
seen as a necessary criterion for scientific
acceptability or, for certain types of research questions, is more likely to risk
giving a false precision and moving the
focus from what is important to things
that can be measured quantitatively. An
important aspect of this, of special relevance for frilufts teaching, is the discussion about “knowledge in action”, i.e.
knowledge that is not clearly described
in traditional terms; see for example
Hartman et al. (1995); Waldén (1994);
Öquist (1995); Molander (1996) and
Svenning (2004); see also Caselunghe
(2012).
Another field of tension is between the
research approach that aims to be illuminating compared to the one that wants
to be proving. The former is often about
describing and understanding different
phenomena, for example how friluftsliv
grew in Sweden, or a particular groups
experiences, for example preschool
teachers experience how children are affected by being in nature. The proving
research approach sets out to link cause and effect in terms of which sort of
outdoor experience leads to what type
of improvement in health. Often, but
not always, these two research perspectives – the illuminating versus the proving, involve different methodological
approaches. Illuminating and describing
often happen in qualitative terms whereas proving is usually quantitative (the
illuminating approach is often connected to the arts and some social sciences
whereas the proving approach is found
in other social sciences, natural sciences
and medicine). The great strength of the
proving approach is that you can clearly show relatively strong links. But it is
also important to see its need to break
down the research problem into relatively isolated phenomena (for example a
certain chemical in connection to a certain bodily reaction) as well as its difficulty to tackle complex and difficult to
define questions (for example upbringing, feelings for nature and environmental concern). Differently expressed; to
prove that it is unhealthy not to move
your body at all is relatively easy, but
to prove that it’s better to move your
body in a natural landscape than in, for
example the sports hall, is considerably
harder – especially if we claim that the
proof concerns everyone, always and
everywhere irrespective of, for example,
upbringing or pedagogic method.
The figure on the next page tries to
illustrate an important basic reference
frame for discussions about the values
of friluftsliv. It shows a basic split that
was made in the second chapter of the
book between viewing friluftsliv mainly
as a method for different aims (“1” in
the figure), for example health, group
solidarity, personal development etc. ,
compared to having a value of its own,
something existential, a quality of life
and a goal in itself (“2”). An important
difference between these two motives is
that when it comes to the former (instrumental) perspective it is relatively
easy to see that there can be alternative methods. For example if the aim is
bodily movement then you could for example go to a gym, dance or play football to reach the same goal and if the
aim is environmental concern then a TV
programme, literature and political debate could be an alternative. But when it
comes to the inherent value of friluftsliv
there can be no alternative. If it is just
the feeling that you have in front of a
campfire that is the aim then friluftsliv
is necessary to achieve this value, and if
the contact with a natural landscape is
an important part of the wider health
perspective, then the gym can be no alternative.
The left side of the figure is for these
scientific reasonings of great importance. It is about what we see as the main
questions as to how we believe that fri-
264
luftsliv works for different motives. It is
comparable to the split that was done in
the second chapter of the book between
seeing friluftsliv as an evolutionary necessity (“B”) or as a cultural construction (“A”). In the first case friluftsliv is
seen as a consequence of human developmental history in a natural landscape. To feel good and develop physically
and mentally we therefore need to find
the type of environments that we evolved in. If instead we see friluftsliv as a
cultural construction, then the positive
in, for example, walking in the mountains, living in a tent, swimming in the sea
and grilling sausages, is something created by the society we live in, through the
influence of parents, teachers, adverts
etc. That this is not least about what
you include in the term “friluftsliv” itself is of course obvious.
On a superficial level it is of course not
difficult to find arguments for both the
evolutionary and cultural perspectives.
For example, how our body’s need for
movement or the shape of its sensory organs (for example eyes and nose) are dependent on our evolutionary history and
how this affects our ability to undertake
friluftsliv.
But it is also clear, for example if you
study history, how thoughts about what
is nature, what is beautiful and what one
should or shouldn’t do in the countryside vary over different periods of time
and between different groups of people.
It’s difficult to show with any certainty
how important these perspectives are in
Cultural
construction!
Method for different aims
A
1
Why do we
have?
Why do we
believe?
Motives for
Friluftsliv?
- health
- national identity
- groupsolidarity
- personal development
-
Database searches
2
B
Evolutionary
Value in its own right
necessity!
relationship to each other (evolution vs.
culture, respective goal vs. method) but
this reference frame plays a large part in
how you consider for example which research ought to be done, how it should
be done and how one should interpret it.
Discussions in Swedish about genetic vs.
cultural interpretation patterns are for
example: Hacking (2000); Grahn (1989)
and Uddenberg (1993), see also a classic such as Kellert & Wilson (1993) or
the wider perspective of Ingold (2011).
When it comes to reviews in Swedish of
changes in how the outdoor and cultural landcapes were seen as well as the
development of friluftsliv see for example Sörlin (1991) or Sandell & Sörlin
(2008).
Finally, I would like to point out that
peoples interest and engagement is an
important argument in itself (and also
scientifically researchable). In a democratic society there is every reason to pri-
and relationships, even though many
believe that they are true. This ought to
apply both to illuminating research (for
example about the emergence of friluftsliv and what different groups experience
when they are living an outdoor life) and
proving research (for example physical
and psychological health effects of friluftsliv compared to other activities).
oritise what many people experience as
important values (for example friluftsliv
and contact with nature as a method
with different aims and as a value in its
own right).
Then you can also, of course, accept
that different people can have different
reasons for their values (for example in
terms of cultural construction and evolutionary necessity according to above).
That it’s not been possible to prove scientifically (for example that stillness in
a natural landscape can be replaced by
meditation indoors) is of course no reason that society shouldn’t invest resources in stillness in natural landscapes, if
many people consider it to be beneficial!
Parallel with these democratic aspects
it is fundamentally important that research deepens our understanding. Not
least, it is important that research tries
to control for prejudice and critically
evaluates different assumed connections
265
One way to search for international research material is to use the larger databases that can be reached via libraries
and that contain different types of material from scientific journals and other
publications. These databases can be
thematic regarding the type of material
(for example dissertation abstracts) or
regarding different areas of competence
(for example health). In collaboration
with the library staff, you can create
profiles that initially search a relatively wide subject area. Later, the search
terms can be reduced or combined to
find information on precisely the questions you’re interested in. For example,
for part of this text the term “outdoor
recreation” was used in conjunction
with “benefits” in a search for the values
of friluftsliv, which were later combined
with “review” to prioritise condensed
material. But this also means that it is
important to have a constant and critical
dialogue between the search terms that
you use and what you’re interested in, so
as not to find that you’re reading about
something that has lots of material but
is really about something else. Here, the
difficulty in finding an obvious term in
English for friluftsliv is a good example
(furter topical reading in Henderson &
Vikander, 2007; Isberg & Isberg, 2007
and Sandell & Öhman, 2010). A good
introduction to research on friluftsliv
can be found in the research network
www.friluftsforskning.se as well as internet portals such as:
ResearchGate, Digitala Vetenskapliga
Arkivet (DiVa) and Academia.edu.
Scientific Journals
Friluftsliv can both be considered within
multiscientific thematic journals with
a specialisation towards outdoor questions, social planning or tourism, but
can also occur in the journals of traditional disciplines (for example psychology,
human geography, pedagogics or history). When searching in these archives
you often use the search services of the
publishers that produce the respective
journal and can therefore include more
journals in your search. Examples of relevant scientific journals are:
– Annals of Tourism Research
– Environmental Education Research
– Environment and Behavior
– Health and Place
– J. of Adventure Education and Outdoor Learning
– J. of Applied Geography
– J. of Ecotourism
– J. of Environmental Education
– J. of Leisure Research
– J. of Outdoor Recreation and Tourism
– J. of Rural Studies
– J. of Sustainable Tourism
– Leisure Studies
– Scandinavian J. of Hospitality and
Tourism
– Society and Natural Resources
– Sport, Education and Society
– Tourism Geographies.
Thematic overview of frilufts
research
Here are some examples of recurring
themes in friluftsliv research.
It is obvious that these could be titled and split in different ways, but I still
hope that this can provide a frame of
reference when you, for example, are
wondering what you want to immerse
yourself in and which approaches have
been used before in a particular field. A
combination of a thematic and a search
of current research is recommended. In
such a way you get a broad picture of
what research considers it knows as well
as terms and which methods are normally used. Based on this you can then wonder how you might pose the question in
a slightly different manner or to a group
or in a situation that hasn’t been studied
before. Or perhaps you want to use a
different theoretical starting point or use
methods that have not been used before.
Existential approaches. As the first
theme I wish to consider what could
perhaps be called the deeper dimensions
of friluftsliv. With the term existential
I mean such approaches that are about
what is considered defining for humans/
266
individuals existence; questions that
touch friluftslivs basis, for example nature terms, landscape and identity. Here
are some example of subthemes and suitable keywords for database searches
that lead to current examples of research and researchers within the respective
themes:
(i) What we in different times and in
different groups called nature, if it can
be separated from humans, if there is something that’s called “wilderness” and
what if so signifies it.
(ii) The characteristics of the Nordic
friluftsliv traditions, differences and similarities with outdoor recreation in
North America and similar in other places in the world.
(iii) The contents and changes over
time of the landscape experience
amongst different groups.
(iv) The contact with nature and friluftslivs deeper dimensions as a source
of inspiration for critical discussion of
civilisation, including for example the
Norwegian ecosophical discussion and
its connections to the Nordic friluftslivs
tradition.
A reflective societal approach. Here
I think about the research as a more overarching term showing how friluftsliv is
an important part of the evolution of
modern society. It could be about friluftslivs arguments, organisations, pedagogic perspectives, special places and
footprints in the landscape, it’s role in
physical planning, school politics etc.
This means that it’s about history and
environmental history, but it could also
be to study the general public’s recreational use and follow its change over
time. It could also be on, for example,
tensions between friluftslivs and the closely related – but definitely not synonymous – terms such as nature tourism,
nature conservation and sport. Under
this heading I consider four sub-themes:
i) How friluftsliv and closely related
phenomena grew historically.
(ii) Special interests groups and their
needs, for example gender, ethnicity,
age, economic or disability.
(iii) The accessibility of the outdoor
landscape, nature conservation and the
right of public access (allemansrätten)
(iv) Changes in the content of friluftsliv or its frame of reference for example
sportification, commercialisation, technification, as well as its relation to indoor environments (such as climbing
walls, adventures swimming pools etc.).
Pedagogic approaches. This is about
affecting, motivating and giving knowledge through friluftsliv for different
aims, for example nature knowledge,
bodily health, environmental concern,
group work etc. A common research
approach here is to try and measure
different variables for the sought value
(for example natural knowledge) before
and after the outdoor method was used
(compare “1” in the Figure above). Such
approaches can have value as a description of what happens in different pedagogic situations. But to get the value of
friluftliv itself it is important to compare different “interventions” (affect/
changes) that used different methods
but have similar aims, and where one
of these interventions is friluftsliv.
You can for example compare special
projects in sports, dance or friluftsliv
when it comes to promoting bodily movement; or compare music and massage with friluftsliv when it is to do with
effects on wellbeing. Deeper knowledge
can be gained if you also include different types of friluftsliv in terms of, for
example, which type of landscape you
are in (such as wilderness compared to
a park), choice of leadership, which activities etc. Not least, it is important to
be aware of the longerterm effects when
you try to compare friluftsliv with other
methods, for example, in terms of leader
and teacher presence, planning in society, economics, combinations with other
positive effects, the need for prior knowledge and safety aspects. The pedagogic
methods can also be about affecting, motivating and giving knowledge to friluftsliv where the meeting with the landscape
itself and the specific values of friluftsliv
are the desired effects of the teaching
method. Often this argumentation goes
towards the “existential” theme above.
Research with this latter focus increasingly becomes a question of describing
and interpreting the contact with nature
and the experience of friluftsliv itself followed by discussions about their significance (compare “2” in the figure above).
Apart from healthrelated benefits the environmental pedagogic approach is one
of the most frequently used arguments
for friluftsliv as a teaching method
(compare the chapter about environme-
267
ntal pedagogics in this book and see an
overview about environmental pedagogy in Sandell et al., (2003). Here we find
for example the following perspectives:
(i) Friluftsliv and outdoor pedagogics
as a part of the preschool and schools
daily operations with different aims and
connections to different subjects.
(ii) Understanding of the landscape is
seen as valuable knowledge in its own
right and forms the basis of activities
about what you perceive as it’s values,
using for example excursions, guided
tours and landscape interpretation.
(iii) That through friluftsliv an emotional engagement with nature is awakened
together with a more radical environmental political stance, in solidarity with
the values that you have experienced,
which are not bound to a given location,
but more generally inform your view of
the world.
Before we leave this large field of friluftsliv as a pedagogic (especially an environmental one) we should also remind
ourselves about the general difficulties
that research has; that in an unambiguous way tie opinions and knowledge
to behaviour. So, even if you believe that
contact with nature through friluftsliv
is a very strong environmental pedagogic tool you shouldn’t assume that the
groups that live friluftsliv will definately
become engaged in sustainable development (see the chapter about friluftsliv
as an environmental pedagogic and its
focus sections).
Health related approaches A healthrelated approach is one of the most important research areas concerning the
values of friluftsliv. We should remember here the breadth of the health perspective, from sustaining and supporting
health and wellbeing to treating specific
illnesses (see chapter 11 “Friluftsliv,
health and quality of life, Page 203). It
is of course also important to critically
evaluate friluftsliv in connection with
other methods. We can, for example,
point to the old tradition to breathe
“fresh air” at sanatoria as an element in
the treatment for tuberculosis, an illness
that we now know is best treated with
chemotherapy and prevention through
vaccination. But at the same time it’s obvious today that encouraging different
types of physical movement in natural
landscapes (friluftsliv, jogging, walking
with sticks, skiing, forest walks etc.) is
the main strategy when it comes to getting an urban population to be active.
Similarly, it is obvious that breathing
“fresh air” in the destressing natural
environment even today can be an important part of treatment for different
illnesses and maintaining quality of life.
Apart from more medical and natural
science perspectives of friuftsliv and
health, we can see many different aims
and ambitions, including more opinions
in line with the existential theme above.
It seems here important to relate to the
principal approaches that are illustrated
by the figure on the motives of friluftsliv
above (which of course doesn’t have to
mean that you agree with and adhere to
only one perspective). It is also important to include different types of multiscientific approaches in order to pave
the way for new and alternative ideas
to understanding the results. The aim is
not only to try and describe the effects
of friluftsliv (compared to not using friluftsliv) but to a greater extent to evaluate friluftsliv relative to other possible
methods (for example: art, music, social
arrangements, exercise indoors etc. etc.)
with respect to the health supporting or
illness treating affects you are interested
in.
Economic approaches. My view is
that of all the research into the benefits
of friluftsliv, the economic approach
occupies a large proportion of the international literature. This approach is
about trying to estimate the value for
the individual (for example through environmental economic questionnaires)
of, for example, doing friluftsliv, being
able to visit a National Park or having
access to nature areas close to home. It is
also about trying to estimate the actual
economic effects of friluftsliv and nature
based tourism (for example the buying
of equipment, travel and entrance fees).
Closing words
During the nearly 15 years from the first
edition of Robert Manning’s overview
of outdoor recreation research in 1986
to the third edition in 2011 (Manning,
2011) the book grew from 166 pages
to 468. This is a good illustration of
increasing interest. But outdoor recrea-
268
tion (and friluftsliv) is not only a quickly
growing research field, it is also exciting
and important. Outdoor recreation and
friluftsliv are quite simply a part of the
industrial society´s human ecology, an
important part of the public’s relation
to nature, the environment and landscape. Research in this subject is therefore
a part of our society’s understanding of
itself and a necessary frame of reference
for sustainable development in the future. We do not have a free choice as to
whether we want to have a relationship
with nature or not; we are a part of it,
even if our lifestyle is more and more
distanced from nature. The question is
which activities, landscapes and attitudes should form the frame for this relationship. Most probably friluftsliv in its
traditional sense has a very important
role to play for many people both now
and for a long time into the future – and
hence it is also a central area for research.
References
Dahlgren, L.O. & Szczepanski, A. 1997. Utomhuspedagogik
– Boklig bildning och sinnlig erfarenhet. Skapande, vetande, No.
31, Linköpings universitet, Linköping.
Dahlström, P. & Muus, B.J. 1990. Sötvattensfisk och fiske i Europa. Norstedts Förlag, Stockholm.
Ahlström, I. 2008. Allt om allemansrätten: Ett svenskt kulturarv.
Hilmas förlag, u.o.
Dewey, J. 1999. Demokrati och utbildning. Bokförlaget Daidalos, Göteborg.
Alm, G. (m.fl.) 1997. Kompostboken. Natur & Kultur, Stockholm.
Dewey, J. 2004. Individ, skola och samhälle: pedagogiska texter.
Natur & Kultur, Stockholm.
Almered Olsson, G., Bladh, G., Månsson, B. & Nyberg, L. (red.)
2004. Inte bara träd: Hållbart mångbruk av skogslandskapet.
Carlssons, Stockholm.
Drougge, S. 2005. Miljömedvetande genom lek och äventyr
i naturen: En beskrivning av I Ur och Skurs metoder. Friluftsfrämjandet, Stockholm.
Antonovsky, A. 2005. Hälsans mysterium. Natur & Kultur,
Stockholm.
Duesund, L. 1996. Kropp, kunskap och självuppfattning. Liber
Förlag, Stockholm.
Bang, P. & Dahlström, P. 2004. Spårboken, spår och spårtecken
efter däggdjur och fåglar. Prisma Bokförlag, Stockholm.
Eichberg, H. & Jespersen, E. 1986. Træk af Natur- og Friluftslivets Historie. Fredningsstyrelsen, Köpenhamn.
Bengtsson, B. 2004. Allemansrätten: vad säger lagen? Naturvårdsverket, Stockholm.
Ek-Nilsson, K., Midholm, L., Nordström, A., Saltzman, K. &
Sjögård, G. (red.). 2014. Naturen för mig: nutida röster och kulturella perspektiv. Göteborg: Institutet för språk och folkminnen
i samarbete med Folklivsarkivet, Lunds universitet.
Berkeman, S. 2000. Knopar och rep. LT:s Förlag, Stockholm.
Bertilsson, C. & Larsdotter T. P. (red.). 2013. Skapa sammanhang: naturvägledning som lärande för hållbar utveckling. 2.
uppl. Uppsala: Institutionen för stad och land, Sveriges lantbruksuniversitet.
Ekström, U. & Szczepanski, A. 1991. Nycklar till naturen: Med
barnen i närmiljön. Liber Förlag, Stockholm.
Emmelin, L., Fredman, P., Lisberg Jensen, E. & Sandell, K. 2010.
Planera för friluftsliv: Natur, samhälle, upplevelser. Carlssons
bokförlag, Stockholm.
Björkvold, J.-R. 1998. Sköldpaddans sång. Runa Förlag, Hässelby.
Ericsson, G. 2002. Lära ute. Upplevelser och lärande i naturen.
Friluftsfrämjandet.
Björkvold, J.-R. 2005. Den musiska människan. Runa Förlag,
Hässelby.
Eriksson, K. 1997. Hälsans idé. Liber Förlag, Stockholm.
Booth, T., Booth, W. & Simons, K. 1990. Outward Bound:
Relocation and Community Care for People with Learning Difficultes. Open University Press, Maidenhead.
Falk, B. & Kallenberg, L. 1996. Barnens undervattensbok. Alfabeta Bokförlag, Stockholm.
Caselunghe, E. 2012. Forskningsperspektiv på naturvägledning.
Uppsala: Institutionen för stad och land, Sveriges lantbruksuniversitet.
Forsmark, J. 2008. Handledarboken för samarbetsövningar: En
guide till ledarskap, övningar, utvärderingsmetodik och praktiska
teorier. Linguistica, www.softskills.se.
Coulianos, C.-C. & Mandahl-Barth, G. 2000. Vad jag finner i
skogen. Bokförlaget Prisma, Stockholm.
Fredman, P., Stenseke, M. & Sandell, K. (red.). 2014. Friluftsliv
i förändring: Studier från svenska upplevelselandskap. Carlssons
bokförlag, Stockholm.
Cserhalmi, N. 1998. Fårad mark: handbok för tolkning av
historiska kartor och landskap. Sveriges Hembygdsförbund,
Stockholm.
Frischenfeldt, M.-I. (red.). 1996. Friluftsliv & folkhälsa. Upplandsstiftelsen, Rapp. No. 4, Uppsala.
Frykman, J. & Löfgren, O. 1987. Den kultiverade människan.
Liber Förlag, Stockholm.
Csikszentmihalyi, M. 2000. Flow: Den optimala upplevelsens
psykologi. Natur & Kultur, Stockholm.
269
Fröbel, F. 1995. Människans fostran. Studentlitteratur, Lund.
Fält, L. 1998. Uteliv: Med överlevnadsteknik. Wahlström & Widstrand, Stockholm.
Fält, L. & Weslien, B. 2010. Skogsliv: återupptäck kunskaper för
naturnära liv och färder i skogslandet. Växjö: Vildmarksbiblioteket.
Henriksson, S.-E. 2001. ABC-Boken för den säkra lekplatsen.
Svensk Lekplatskontroll, Solna.
Holm, F. 2008. Vad är ett miljöproblem? En introduktion med
flera perspektiv. Studentlitteratur, Lund.
Holm, L. & Schantz, P. (red.) 2002. Nationalstadsparken:
Ett experiment i uthållig utveckling. Formas, Stockholm.
Glantz, M. & Olsson, R. 1987. Friluftsliv och hantverk.
LT:s Förlag, Stockholm.
Holmberg, P. & Nelsäter, H. 2000. Våra vanligaste kustväxter.
Prisma Bokförlag, Stockholm.
Grahn, P. 1989. Den fysiska miljöns diktatur över människan: En
undran över begreppet miljödeterminism. Arkitekturforskning,
Vol. 2, No. 4, pp. 15–32.
Holmåsen, I. 1981. Växter och djur i fjällen. Bonnier Fakta,
Stockholm.
Grahn, P. 1991. Om parkers betydelse. MOVIUM, Alnarp.
Grahn, P. 1992. Människors behov av parker: Amerikansk forskning i dag. MOVIUM, Alnarp.
Hultén, O., Högberg, M. & Söderlund, J. 1999. Bortom frystorkat: Kokbok för stormkök. Bokförlaget DN, Stockholm.
Humberstone, B.; Prince, H. & Henderson, K.A. (Eds.) 2016.
Routledge International Handbook of Outdoor Studies, Routledge, New York.
Grahn, P., Mårtensson, F., Lindblad, B., Nilsson, P. & Ekman, A.
1997. Ute på dagis: Hur använder barn daghemsgården? Stad &
Land, No. 145, MOVIUM, Alnarp.
Ingmansson, I. 1978. Kan man äta sånt? Rabén & Sjögren Förlag, Stockholm.
Granberg, A. 2000. Småbarns utevistelse: naturorientering, lek
och rörelse. Liber Förlag, Stockholm.
Ingold, T. 2011. The Perception of the Environment: Essays on
Livelihood, Dwelling and Skill. Routledge, London.
Grundsten, C. & Palmgren, G. 2001. Fjällboken. Prisma Förlag,
Stockholm.
Isaksson, S. 2001. När staten stal marken. Ord och Visor
Förlag, Skellefteå.
Gör plats för barn och unga!: en vägledning för planering,
utformning och förvaltning av skolans och förskolans utemiljö.
2015. Karlskrona: Boverket.
Isberg, R. 1991. Färd: möte, människa, natur. Sjöviks Folkhögskola, Krylbo.
Gustafson, B. 1976. Leka ute. Scoutförlaget, Stockholm.
Hacking, I. 2000. Social konstruktion av vad? Thales, Stockholm.
Haggett, P. 1983. Geography: A Modern Synthesis. Harper &
Row, New York.
Ham, S. H. 2013. Interpretation: Making a Difference on Purpose. Fulcrum Group, Golden, Colorado, US.
Hartman, S.G., Thorbjörnsson, H. & Trotzig, E. 1995. Handens
pedagogik : kulturarv och utveckling inom skol- slöjden. Linköpings universitet, Linköping.
Hegart, J. 2017. Leva friluftsliv. Scoutförlaget, Stockholm.
Hegart, J. & Kramer, J. 2014. Redo för naturen: Handledning för
utbildare. Scouternas folkhögskola, Stockholm.
Henderson, B. & Vikander, N. (Eds.) 2007. Nature First: Outdoor Life the Friluftsliv Way. Natural Heritage Books, Toronto.
Isberg, R. 2002. Enkelt Friluftsliv: Gamla vildmarksknep. Sjöviks
Folkhögskola, Krylbo.
Isberg, R. & Isberg, S. 2007. Simple Life ”Friluftsliv”: People
Meet Nature. Trafford Publishing, Victoria (Canada) and
Oxford (UK).
Johansson, K.-R. 1987. Skärgårdens växtvärld. Natur & Kultur,
Stockholm.
Johnson, L. & Lundqvist, S. (red.) 2014. Skogens sociala värden:
forskningen visar vägen. Uppsala: Sveriges lantbruksuniversitet,
Uppsala.
Johnson, L., Lundqvist, S. & Ottosson, J. (red.) 2014. Naturupplevelser för oss alla: forskningen visar vägen. Sveriges lantbruksuniversitet, Uppsala.
Kellert, S.R. & Wilson, E.O. (Eds.) 1993. The Biophilia Hypothesis. Island Press/Shearwater Books, Washington, D.C./Covelo, California, USA.
270
Key, E. 1996. Barnets århundrade. Förlagshuset Gothia, Stockholm.
Mentzing, K. 2000. Långfärdskajak. Wahlström & Widstrand,
Stockholm.
Kristiansen, A. 2001. Havets växter. Prisma Bokförlag, Stockholm.
Molander, B. 1996. Kunskap i handling. Bokförlaget Daidalos,
Göteborg.
Käll, H. 1998. Levande rollspel: en handbok. Natur & Kultur,
Stockholm.
Molander, K., Hedberg, P., Bucht, M., Wejdmark, M. & Lättman-Masch, R. 2005. Att lära in matematik ute. Naturskoleföreningen, Ljungbergsfonden, Falun.
Källman, S. & Sepp, H. 2001. Överleva på naturens villkor. ICA
Bokförlag, Västerås.
Mårtensson, F., Lisberg Jensen, E., Söderström, M. & Öhman, J. (2011). Den nyttiga utevistelsen? Forskningsperspektiv
på naturkontaktens betydelse för barns hälsa och miljöengagemang. Naturvårdsverket Rapport 6407.
Køie, M. 2004. Havets djur. Prisma Bokförlag, Stockholm.
Lagerlöf, S. 2005. Nils Holgerssons underbara resa. Bonnier
Carlsen, Stockholm.
Naess, A. 1981. Ekologi, samhälle och livsstil. LT Förlag, Stockholm.
Larsson, E.-L. & Öborn, G. 1995. På upptäcktsfärd i kulturlandskapet. Institutionen för tillämpad miljövetenskap, Göteborgs
universitet, Göteborg.
Nilsson, P.-Å. 1999. Fjällturismens historia: En studie av utvecklingen i Åredalen. Hammerdal Förlag och Reportage, Hammerdal.
Lindgren, A. 1981. Ronja rövardotter. Rabén & Sjögren, Stockholm.
Nilsson, Ö. 1992. Kustflora. Bonnier Alba Förlag, Stockholm.
Lindholm, G. 1995. Skolgården: vuxnas bilder, barnets miljö.
MOVIUM/Institutionen för landskapsplanering, Alnarp.
Nitzelius, T. & Vedel, H. 2000. Skogens träd och buskar. Bokförlaget Prisma, Stockholm.
Lindsten, C.A. 1991. Rädda världen! En handbok om natur- och
miljövård för ungdom. Antoni Publishing, Göteborg.
Nordahl, A. & Skapell Misund, S. 1998. Jag kan!: Skogsgruppmetoden: Upplevelser av personlig kompetens som grund för
inlärning och utveckling. Liber Förlag, Stockholm.
Lindquist, L.-H. & Tysk, A. (red.) 2007 (7e omarb. uppl.). Isboken. Friluftsfrämjandet, Stockholm.
Norén-Björn, E. (red.) 1993. Uteboken. Liber Utbildning, Stockholm.
Lisberg Jensen, E. 2008. Gå ut min själ: Forskningsöversikt om
hälsoeffekter av utevistelser i närnatur. Rapport: 2008:10, Statens
Folkhälsoinstitut, Östersund.
Nylén, B. 1996. Fjällflora. Prisma Bokförlag, Stockholm.
Ogilvie, K.C. 2005 (2nd, rev. ed.). Leading and managing groups
in the outdoors. The Institute for Outdoor Learning, Penrith.
Lisberg Jensen, E. & Ouis, P. 2014. Det gröna finrummet:
etnicitet, friluftsliv och naturumgängets urbanisering. Carlssons,
Stockholm.
Olsson, R. 2001. Friluftsliv på vintern. Ekocentrum, Tidaholm.
Lundgren, L. J. (red.) 2009. Naturvård bortom 2009: Reflektioner med anledning av ett jubileum. Kassandra, Brottby.
Olsson, T. 1995. Skolgården: Det gränslösa uterummet.
Liber Förlag, Stockholm.
Lundmark, L. 1998. Så länge vi har marker: Samerna och staten
under sexhundra år. Prisma Bokförlag, Stockholm.
Olsson, T. 1998. Människans natur: Det grönas betydelse för
vårt välbefinnande. Formas, Stockholm.
Mandahl-Barth, G. 1980. Småkryp i sötvatten. Fältbiologerna
Förlag, Stockholm.
Olsson, T. 2002. Skolgården som klassrum. Året runt på Coombes School. Runa Förlag, Stockholm.
Mandahl-Barth, G. 2000. Vad jag finner i sjö och å. Liber Förlag,
Stockholm.
Priest, S. & Gass, M.A. 2005 (2nd ed). Effective leadership in
adventure programming. Human Kinetics, Champaign Illinois.
Manning, R.E. 2011. Studies in Outdoor Recreation: Search and
Research for Satisfaction. Oregon State Univ. Press, Corvallis.
Quennerstedt, M. 2006. Att lära sig hälsa. Örebro Studies in
Education, No. 15, Örebro universitet, Örebro.
271
Rantatalo, P. 2008. Skogsmulleskolan. I: Sandell, K. & Sörlin, S.
(red.), Friluftshistoria – från `härdande friluftslif´ till ekoturism
och miljöpedagogik: Teman i det svenska friluftslivets historia.
Carlssons, Stockholm, s. 138–155.
Sandell, K. & Öhman, J. 2010. Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective.
Environmental Education Research, Vol. 16,
No. 1, pp. 113 – 132.
Rapp, A. 1992. Väntande, spännande natur. Utbildningsradion,
Stockholm.
Sandell, K. & Öhman, J. 2013. An Educational Tool for Outdoor Education and Environmental Concern. Journal of Adventure Education and Outdoor Learning, 13:1, 36-55.
Rapp, A. 1996. Hej Natur: idé, fakta och inspiration. Utbildningsradion, Stockholm.
Sandell, K., Öhman, J. & Östman, L. 2003. Miljödidaktik: Naturen, skolan och demokratin. Studentlitteratur, Lund.
Rennermalm, B. 1983. Tidens kanotbok. Tidens Förlag, Stockholm.
Sandell, K., Öhman, J. & Östman, L. 2005. Education for Sustainable Development: Nature, School and Democracy. Studentlitteratur, Lund.
Rosén, M. 1999. Havspaddling. Ekonomibok / Läshörnan,
Helsingborg.
Sandell, K., Arnegård, J. & Backman, E. (red.) 2011. Friluftssport och äventyrsidrott. Studentlitteratur, Lund.
Rousseau, J.-J. (Wu, Michael) 1979. Émile. Basic Books, New
York.
Schama, S. 1997. Skog, landskap och minne: En civilisationshistoria. Gedins Förlag, Stockholm.
Sahlin, S. 1981. Torkning av bär, frukt, grönsaker, svamp och
örter. LT:s Förlag, Stockholm.
Schön, E. 1996. Älvor, vättar och andra väsen: En bok om gammal folktro. Rabén Prisma, Stockholm.
Sandberg, E., Rohde, T., Nykänen, R., Cserhalmi, N., Lohne, B.
H., Sandell, K., … Salin, M. (2020). Nature interpretation in the
Nordic countries : A book about experiences, learning, reflection
and participation when people and nature meet.
https://doi.org/10.6027/nord2020-005
Scoutuppslagsboken. 1993. Svenska Scoutrådet. Förlagshuset
Gothia, Stockholm.
Sjöberg, F. (red.) 2001. Vad ska vi med naturen till? Bokförlaget
Nya Doxa, Nora.
Sandell, K. 2003. Begrepppet friluftsliv: Som en trebent pall.
Argaladei: Friluftsliv – en livsstil, No. 1, s. 10–11.
Skolverket, 2011. Läroplan för grundskolan, förskoleklasser
och fritidshemmet 2011, Lgr 11 (Reviderad 2016). Skolverket,
Stockholm.
Sandell, K. 2016a. Friluftsliv i förändring: Några viktiga teman
inför framtiden. I: Friluftslivet och politiken: Svenskt Friluftslivs
friluftspolitiska program 2016, Svenskt Friluftsliv, Stockholm, s
29–39.
Skolverket, 1998. Läroplan för förskolan, LPFÖ 98. (Reviderad
2010). Skolverket, Stockholm.
Sandell, K. 2016b. What and Where is Nature in the Anthropocene? Some Notes on Public Environmental Relations at a Time
of Climate Change. In: Tilakasiri, S. L. (Ed.), Water, Land and
People in Climate Change: Issues, Challanges and Perspectives. A
Stamford Lake Publication, Pannipitiya, Sri Lanka, pp. 53–68.
SOU (Statens Offentliga Utredningar). 1996:38. Utredningen
om nationalstadsparker. Nationalstadsparker: slutbetänkande.
Fritzes, Stockholm.
Sundberg (nu Öhman), M. & Öhman, J. 2008. Hälsa och livskvalitet. I: Sandell, K. & Sörlin, S., (red.) Friluftshistoria – från
`härdande friluftslif´ till ekoturism och miljöpedagogik: Teman
i det svenska friluftslivets historia. Carlssons Bokförlag, Stockholm, s. 102–117.
Sandell, K. 2016c. Ecostrategies: Presentation and Elaboration
of a Conceptual Framework of Landscape Perspectives. Journal
TOURISM, Vol. 64, No. 1, pp. 63-80.v
Sandell, K. & Svenning, M. 2011. Allemansrätten och dess framtid. Rapport No. 6470, Naturvårdsverket, Stockholm.
Sundqvist, W. 1988. Tälja med kniv och yxa. LT:s Förlag, Stockholm.
Sandell, K. & Sörlin, S. (red.) 2008 (2a reviderade upplagen).
Friluftshistoria – från ”härdande friluftslif” till ekoturism och
miljöpedagogik. Carlssons Bokförlag, Stockholm.
Svenning, S. (2004). Beprövad erfarenhet – exemplet friluftsliv. I:
Gustavsson, B. (red.), Kunskap i det praktiska. Studentlitteratur,
Lund.
272
Sveriges Nationalatlas. Flertal band under flertal år. SNA förlag,
Stockholm.
Wingård, S. 1997. Blomsterspråk: svenska blommor
– fakta, folktro och folkliga namn. Sveriges Radios Förlag,
Stockholm.
Szczepanski, A. 2006. Sundhed og udendørspædagogik.
I: Akselsen, K. & Koch B. (red.), Sundhed, udvikling og læring.
Billesø & Baltzer Forlagene, Værløse, s. 105–129.
Worster, D. 1996. De ekologiska idéernas historia. SNS Förlag,
Stockholm.
Szczepanski, A. 2008. Handlingsburen kunskap: lärares uppfattningar om landskapet som lärandemiljö. Lic. avh., Inst. för beteendevetenskap och lärande, Inst. för kultur och kommunikation,
Estetiska avd., Linköpings universitet, Linköping.
von Wright, G.H. 2000. Myten om framsteget. Bonniers Förlag,
Stockholm.
Åkerblom, P. 2005. Lära av trädgård: Pedagogiska, historiska
och kommunikativa förutsättningar för skolträdgårdsverksamhet. Acta Universitatis Agriculturae Sueciae, No. 2005:77, Sveriges Lantbruksuniversitet, Uppsala.
Sörlin, S. (red.) 2001. Humanekologi: naturens resurser
– Människans Försörjning. Carlsson Bokförlag, Stockholm.
Sörlin, S. 1991. Naturkontraktet: Om naturumgängets idéhistoria. Carlsson Bokförlag, Stockholm.
Öhman, M. & Öhman, J. 2011. Kroppen i friluftslivet. : -I:
San-dell, K; Arnegård, J & Backman, E. (red.), Friluftssport och
äventyrsidrott. Utmaningar för lärare, ledare och miljö i en föränderlig värld, s. 147–172. Studentlitteratur, Lund.
Sörlin, S. & Öckerman, A. 2002. Jorden en ö: en global miljöhistoria. Natur & Kultur Förlag, Stockholm.
Öijen, L. 2005. Talet om skolämnet idrott och hälsa i media åren
1992–2002. I: Patriksson, G. (red.), Aktuell beteendevetenskaplig
idrottsforskning, SVEBI, Lund, s. 219-244.
Thoreau, H.D. 1947. Skogsliv vid Walden. Wahlström & Widstrand, Stockholm.
Tordsson, B., Isberg, R. & Myrén, I. 1984. Mera ute: friluftsliv.
Rabén & Sjögren, Stockholm.
Öquist, O. 1995. Tyst erfarenhet: om intuition och sinnlighet i en
teknikpräglad kultur. Carlsson Bokförlag, Stockholm.
Tordsson, B. 2003. Å svare på naturens åpne tiltale: En undersøkelse av meningsdimensjoner i norsk friluftsliv på
1900-tallet og en drøftelse av friluftsliv som sosiokulturellt fenomen. Norges Idrettshøgskole, Oslo.
Östman, L. (red.) 2015. Naturmötespraktiker och miljömora—
liskt lärande. Uppsala: Uppsala universitet.
Tordsson, B. 2010. Friluftsliv, kultur og samfunn. Høyskoleforlaget Norwegian Academic Press, Kristiansand.
Uddenberg, N. 1993. Ett djur bland alla andra? Biologin och
människans uppfattning om sin plats i naturen. Bokförlaget Nya
Doxa, Nora.
Uddenberg, N. 1995. Det stora sammanhanget. Bokförlaget Nya
Doxa, Nora.
Uddenberg, N. 2003. Arvsdygden: biologisk utveckling och
mänsklig gemenskap. Natur & Kultur Förlag, Stockholm.
Waldén, L. 1994. Handen & Anden: De textila studiecirklarnas
hemligheter. Carlsson Bokförlag, Stockholm.
Waldén, G. (red.) 2001. Argaladei: En otrolig historia. Föreningen Argaladei, u.o.
Wermelin, T., Isberg, R. & Tordsson, B. 1982. Ute: friluftsliv.
Rabén & Sjögren, Stockholm.
273
The authors
Per Andersson; Professor of education at
University of Agricultural Sciences, the Department of People and Society in Alnarp.
Linköping University, Department of behavioural sciences and learning. His research mainly
concerns adult and vocational education. He is
coordinator of the Forum of outdoor education
which made the publication of this book at Linköping University Electronic Press possible. He
also has long experience as a scout leader and
as leader trainer in the Guides and Scouts of
Sweden.
Per Hedberg; Headmaster, biologist and two
subject teacher (Biology/Chemistry) with Geology as a third subject. Has earlier worked as
a teacher in different schools amongst other at
folk high school level and institutions for teacher
training. Long-term experience of educational
questions within the scout movement. Works at
Uppsala nature school and chairperson in Uppsala nature protection organisation.
Britta Brügge; Cultural geographer and outdoor teacher. Has worked as a folk high school
teacher with after school leader education, friluftsliv and nature guide education. Has also
worked at Linköping University, the National
Centre for Environmental and Outdoor Pedagogics. Is currently working internationally with
outdoor education for European teachers and
has many years of experience within the scout
movement as a leader trainer.
Karl Erik Karlsson; Forest technican with a
special focus on forest care, environmental care,
economy and law within the southern Swedish
forest landscape. Responsible for many years for
nature and environmental education within the
Scout movement “ Three clover Gilwell courses”.
Therese Lundqvist-Jones: Has a Teaching
degree in Physical Education and a Master’s in
public health science. Is currently a lecturer at
Linköping university in Physical Education, Outdoor education, and Nordic culture. Has many
years of experience in primary and secondary
education, teaching in schools as well as running
outdoor activities in Sweden, Norway, the U.K.
and Canada. Has worked extensively with all
ages, both in Sweden and overseas, as an expedition leader, sea kayak guide and coach.
Matz Glantz; Art teacher and designer currently working with education, design and marketing for amongst other YMCA and the Nature
School in Umeå. Many years of experience with
education in friluftsliv and leisure activities from
pre-school to high school.
Patrik Grahn; Professor in landscape architecture, landscape architect and biologist. Research is mostly about the nature and the importance of green areas including epidemiological
studies and special studies of children’s play and
old people spending time in different types of
outdoor environments as well as developing garden therapy. Currently working at the Swedish
Anders Nilsson; PhD in microbiology and subject teacher in biology and chemistry.Works at
the certifying organisation LRQA with food and
packaging companies. Wanders in the forest and
274
friluftsliv and different forms of knowledge. Special interest of bridging the gap between theory
and practice.
nature, paddles a kayak, walks and skis in the
mountains and does long distance ice skating.
Has been active as a scout leader and contributed to many different outdoor courses arranged
by Argaladei and the Swedish scouts organisation.
Anders Szczepanski; Fil. Lic. in pedagogics
with outdoor didactics and natural science. A
university lecturer in biology, chemistry, geology and nature geography. Works at Linköping
University, part of the forum for outdoor pedagogics. Researcher and author of teaching literature and teacher on the Masters programme
in Outdoor pedagogics. Nationally and internationally employed as an expert within outdoor
education, workshop leader and lecturer with
experience for the nordic countries, Europe and
Asia (Japan, China and Singapore).
Kurt Olsson; Fil. Kand. In ecology. Scout leader. Has researched on lichen and mosses in
beech forests and taught ecology at Lund University and at High School.
Michael Quennerstedt; Professor in sports
science with a specialisation towards didactics.
Works as a researcher at Örebrö University specialising in the didactics of Physical Education
and how different health perspectives are important within the health work of schools.
Johan Öhman; Professor of pedagogics with a
specialisation in didactics at Örebrö University.
He does research within environmental and sustainable education and outdoor pedagogics and
is especially interested in education’s ethical and
democratic dimensions.
Klas Sandell; Professor in human geography.
Earlier, amongst others, a scout leader and outdoor teacher. Works at the Department for geography and tourism, Karlstad University, with
speciality in the history of friluftsliv, the accessibility of outdoor landscapes, human ecology and
developmental questions.
Marie Öhman; professor in sports science at
Örebrö University. Taught on the teacher education programme for over 20 years and research
within areas concerning the body and physical
interaction within the school subject physical
education.
Ronnie Ståhle; natural science teacher at the
high school in Stenungsund. Interested in the
outdoors, mushrooms and a member of the scout
movement. Special interest in pedagogic aspects
of environmental and nature questions.
The authors to the “in depth” sections;
Roger Isberg, Ebba Lisberg Jensen, Anders Johans-son, Anna Malmström, Pernilla Ouis, Eva Sandberg, Peter Schantz,
Ammi Wohlin och Petter Åkerblom.
Stephan Svenning; M.Sc. in pedagogics,
sports teacher and a university lecturer. Currently working at the unit for sports at the Health
Academy, Örebrö University, with a speciality in
275
Poems and other citations
The ground rules for an environmentally
sustainable 36
First line in English
(Swedish)
(Grundförutsättningarna för en miljömässigt)
Brown, L. 1993. Början på en ny era. I Brown, L.R. (red.)
1993. Tillståndet i världen ’93, Worldwatch Institute,
Naturskyddsföreningen, Naturvårdsverket förlag, Stockholm. Översättning: T. Wizelius, s. 28.
Education is not so much 5
(Utbildning är inte så mycket frågan om)
Isberg, R. 1991. Färd: möte – människa – natur. Vägledarutbildningen på Sjöviks folkhögskola, 775 00
Krylbo, s. 79.
Man is not the Lord of the universe 38
A native Australian describes the system 21
(Människan är inte herre i universum)
M’biti, J. u.å. (ca 1980). Introduction to African Religion.
Sandöskolan, Sandö, Stencil. Översättning: Klas Sandell.
(En australiensisk inföding beskriver systemet)
Isberg, R. 1991. Färd: möte – människa – natur. Vägledarutbildningen på Sjöviks folkhögskola, 775 00
Krylbo, s. 79.
The old Lakotas were wise 44
(De gamla lakotas var visa)
Persson, L. 1982. Lyssna, Vite Man! P.A. Norstedt &
Söners förlag, Malmö, s. 50.
You will realise that as soon as you have a goal 28
(Ni ska märka att i det ögonblick ni får ett mål)
Wermelin, T. 1962. UTE: Friluftsteknik för ungdom.
Raben & Sjögren, Stockholm, s. 49.
Being outdoors in nature 48
(Vistelse utomhus i natur)
Svensk Författningssamling (SFS) 2003:133; källa:
Rixlex Ufärdad 2003-04-10
Friluftsliv was both a product of and a reaction to 32
(Friluftslivet var både en följd av)
Tordsson, B. 1986. ”Friluftsliv for mine tanker”:
snabbskiss av friluftslivets historia. Tidskriften: Friluftsliv,
en livsstil, No. 1, s. 16–18, s. 16.
The goals of the school are that each pupil 49
(Skolans mål är)
Ur Läroplan för grundskolan, förskoleklassen och
fritidshemmet 2011. Under: 2.1 Normer och
värden, s. 12.
Nature is in the balance. But still there is some 33
(Naturen är på fallrepet. Men än så länge)
Fogelberg, T. 1993. Tidskriften: Natur & Fritid,
No. 1, s. 25.
Outdoor pedagogics are an approach 50
(Utomhuspedagogik är ett förhållningssätt)
Centrum för miljö- och utomhuspedagogik, 2004.
We didn’t see the great prairies 33
(Vi betraktade inte de stora öppna prärierna)
Persson, L. 1973. Lyssna, Vite Man! Pan/Norstedts,
Stockholm, s. 32.
Children should be able to switch activities 51
(Barnen ska kunna växla mellan olika aktiviteter)
Ur Läroplan för förskolan, Lpfö 98, reviderad 2010.
Under: Förskolans uppdrag, s. 9.
276
The living, small, close-knit group of friends 57
Ljuset sover 70
(Den levande, lilla, nära kamratgruppen)
Helmers, S. 1979. Den lilla gruppen. Tidskriften:
Friluftsliv, en livsstil, No. 1, s. 11.
(not translated)
Nile, F. 1981. S. 160 I Franzén, I. och Persson, M., Lys
vår eld, Scoutförlaget 2:a upplagan.
Ljuslågan sitter som en liten kolibri 67
Since everything that comes into the human
mind 75
(not translated)
Martinson, H. 1937–1938–1939. Svärmare och harkrank.
Midsommardalen. Det enkla och det svåra.
Bonniers, s. 292.
(Eftersom allt som tränger in i människans
intellektuella)
Rousseau, J.-J., 1977 och 1978. Émile eller om uppfostran. I nl. av R. Ambjörnsson; svensk övers.: C.A. Fahlstedt; i bearb. av I.- B. Hansson Stegeland,
Göteborg, s. 130.
Only when a group takes hold of an exercise 58
(Först när en grupp får eller tar en uppgift)
Helmers, S. 1979. Den lilla gruppen. Tidskriften:
Friluftsliv, en livsstil, No. 1, s. 11.
And so the pupil continues to be sacrificed 76
(När allt kommer till allt blir barnen)
Key, E. 1995. Barnets århundrade. ABF, Stockholm, s. 68.
Good knowledge of the natural world 60
(God kännskap till fri natur)
Isberg, R. 1991. Färd: möte – människa – natur.
Vägledarutbildningen på Sjöviks folkhögskola, 775 00
Krylbo, s. 113.
The whole body is needed to learn 78
(Hela kroppen behövs för att lära)
Kristiansson, L. (1995) I Visord [Musiktryck] Emmaboda:
Text och tanke.
If you walk fast fast 62
(Om man går fort fort)
Beckman, K. 1990. Barnens versbok. Antologi av Siv och
Gertrud Widerberg. Litteraturfrämjandet, Falun, s. 218.
Ecology, from the Greek oikos = house, home 80
(Ekologi, av grekiskans oikos = hus)
Nihlgård, B. & Rundgren, S. 1978. Naturens Dynamik.
Natur och Kultur, Stockholm, s. 155.
The pre-school should strive that every child 63
(Förskolan ska sträva efter att varje barn utvecklar)
Ur Läroplan för förskolan Lpfö 98, reviderad 2010.
Under: Mål, s. 12.
Despite all efforts to save the environment 80
(Trots alla insatser för att rädda miljön)
Brown, R.L., Flavin, C. & Postel, S. 1993. Amerikanska
upplagans förord. I Brown, L.R. (red.) 1993. Tillståndet i
världen ’93, Worldwatch Institute, Naturskyddsföreningen, Naturvårdsverket förlag, Stockholm. Översättning: T.
Wizelius, s. 10.
Sfären av fjun 64
(not translated)
Martinson, H. 1974. Vildbuketten. A. Bonniers förlag.
Stockholm, s. 115.
Today every Swede is gnawing 82
Över dem [lavarna på skogsberget] kröker sig 69
(I dag gnager varje svensk på fläckar)
Hägerstrand, T. 1988. Krafter som format det svenska
kulturlandskapet. I Heurling, B. (red.), Ds 1988:35, Mark
och vatten år 2010, Bostadsdepartementet, Stockholm, s.
16–55, s. 45.
(not translated)
Martinson, H. 1937–1938–1939. Svärmare och harkrank.
Midsommardalen. Det enkla och det svåra.
Bonniers, s. 275.
277
Development that meets the needs of the
present 83
Two basic elements in nature conservation 103
(Två grundläggande element i naturvården är)
Regeringens skrivelse En samlad naturvårdspolitik
2001/02:173. 2002. Regeringskansliet, Stockholm, s. 11.
(En hållbar utveckling kan definieras som)
Vår gemensamma framtid. 1988. Rapport från världskommissionen för miljö och utveckling under ordförandeskap av statsminister Gro Harlem Brundtland, red. B.
Hägerhäll. Prisma, Tiden, Stockholm. Översättning: B.
Hägerhäll, s. 57.
The area Ulriksdal-Haga-Brunnsviken-Djurgården 104
(Området Ulriksdal-Haga-Brunnsviken-Djurgården)
Miljöbalken 4 kap, §7.
Trees have a lot to tell 113
The body is the humans access to the world 85
(Träd har mycket att berätta)
Aspenström, W. 1993. Kosmisk hembygd. En ekologisk bok
för alla. En antologi av Hassler, G. En bok för alla. Smedjebacken, s. 76.
(Kroppen er menneskets tilgang til verden)
Krogh, E. 1995. Landskapets fenomenologi. Doctor Scientarium Theses 1995:15, Inst. for økonomi og samfunnsfag, Norges Landbrukshøgskole, Ås, Norge, s. 10.
Humans didn’t find anything to make fire with 117
From somewhere in the cosmic vastness 85
(Människorna fann ingenting att göra eld med)
Friberg, G. 1982. Vi kommer att leva igen: Eskimå- och indian- dikter från Berings hav till Panam. Urval och översättning av Gösta Friberg. FIB:s lyrikklubb, Stockholm, s. 29.
(Någonstans från de kosmiska vidderna)
Edberg, R. 1974. Ett hus i kosmos. Esselte Studium,
Stockholm, s. 9.
The ants extremely beautiful little face 90
If you wish to know how the winter will be 125
(Myrans oerhört vackra lilla ansikte)
Friberg, G. 1976. Växandet. Hämtat ur: Specialarbete 4
poäng. Vårterminen 1987. Linköping. Folkhögskollärarlinjen. U. Hufva: Naturvetenskap i poesin, s. 33.
(Vill du veta hurudan vinteren vara må)
Den gamla svenska bondepraktikan. 1979. Fabel,
Avesta, s. 39
The forest. Have you forgotten, 126
We have got fodder for cattle in previous years of
poverty! 93
(Skogen)
Setterlind, B. Hämtat ur: Specialarbete på folkhögskollärarlinjen 1980. Linköping. P. Bergström: Släpp naturvetenskapen loss - lyrik i naturvetenskapsundervisningen del 2
Diktsamling, s. 46.
(Vi hava fått nödfoder i gångna svagår!)
Lidman, S. 1977. Din tjänare hör. Bonniers.
Stockholm, s. 189.
... Nature has a protecting value and... 98
The last rivers flow in the veins of the earth 144
(Naturen har ett skyddsvärde)
Miljöbalken (SFS 1998:808) 1 kap., 1§, hämtad 2001–
03–12, via Rixlex på internet (http://rixlex.riksdagen.se).
(De sista älvarna flyter i jordens ådror)
Ur ”Levande vatten” i Ekner, R. 1979. Halvvägs mot
mörkret: Dikter och andra anteckningar. P.A. Norstedts &
Söners förlag, Stockholm, s. 106.
Should Sweden bank on forestry and golf 100
(Ska Sverige satsa på granskog och golf)
Landell, N.-E. 1991. Natur och onatur? Tidskriften: Tur
& Retur: Magasinet för SJ-resenärer, No. 5, s. 10.
A light green shadow reveals a rock 158
(En Ijusgrön skuggning avslöjar en sten)
Klas Sandells skrivning (i sin egenskap av redaktör) i motsvarande kapitel i boken Woodcraft: Naturnära scouting –
en livsstil. Svenska Scoutförbundet, 1995, s. 206.
... access to a rich and varied nature 103
(Tillgång till en rik och varierad natur- och kulturmiljö)
Regeringens proposition 1994/95:3. Nationalstadsparken
Ulriksdal-Haga-Brunnsviken-Djurgården.
278
The most beautiful thing in the mountains 165
Nature guiding means giving a feeling for 195
(Det vackraste i bergen är ej stenen)
Blomberg, E. 1966. Ur: ”Dagens Dikt”. Ny samling
sammanställd av P.Bohman. Sveriges Radios förlag, Stockholm, s.77.
(Med naturvägledning menas)
Nordiska ministerrådet projektgrupp för friluftsliv 1990.
Naturvägledning i Norden.
Did somebody tell you 170
(Avslöjar landskapets gömda berättelser)
From the Association for Heritage Interpetation website
www.ahi.org.uk. And that’s what heritage
interpeters do …
...reveal the hidden stories 196
(Berättade någon för dig)
Valkeapää, N.-A. 1987. Vidderna inom mig. DAT, Café
Existens, u.o. Översättare: M. Berner; J. E. Utsi & K.
Utsi. Ej paginerad.
The children should always 203
Children must get time and space to explore 179
(Barn måste få tid och utrymme att utforska miljöer)
Mårtensson, F. 1993.Attvaralitenärattvaranäramarken. I
Norén-Björn, E. (red.), Uteboken. Barnmiljörådet, MOVIUM och Liber Utbildning, Stockholm, s. 9.
(Barnen alltid, jemväl under regnigt och hårt väder)
Normalritningar för folkskolebyggnader. 1865, s. 16.
Återgivet i Lindholm, G. 1995. Skolgården. Institutionen
för landskapsplanering, Sveriges lantbruksuniversitet,
Alnarp.
You do not have to travel to Timbuktu or the
Himalayas 179
Physical activities and a healthy lifestyle are the
basis 203
(Man behöver inte åka till Timbuktu elller Himalaya)
Eriksson, T. S. 1992. Tidskriften: Friluftsliv, en livsstil,
No. 4, s. 17.
(Fysiska aktiviteter och en hälsosam livsstil)
Från 2011 års läroplan för grundskolan, förskoleklassen
och fritidshemmet [första raden fetstil som de övriga]
If children were allowed to decide on the school
playgrounds 182
“hard and strengthening outdoor activities” 203
(Härdande och stärkande friluftsliv)
Anvisning för skolans friluftsdagar. 1942. Kungl. Skolöverstyrelsen, Stockholm, s. 7.
(Om barn fick bestämma över sina skolgårdar)
Norén-Björn, E. 1993. En bra skolgård för lek och utveckling. I Norén-Björn, E. (red.), Uteboken. Barnmiljörådet, MOVIUM och Liber Utbildning, Stockholm. s. 107.
Health is a state of complete physical, mental and
social well-being 207
Furthermore, the educational programme should
contribute 184
(Hälsa är ett tillstånd av fullkomligt fysiskt, psykiskt)
Bispfors, Y., Lindberg, M., Lindehag, A-G & Lindehag, L.
1995. Hälsopedagogisk helhetssyn på barn och ungdomars hälsa. Athena lär, Nyköping, s. 23.
(Förskolan ska lägga stor vikt vid miljö)
Ur Läroplan för förskolan Lpfö 98, reviderad 2010. Under: Förskolans uppdrag, s. 9.
Sustainable development is about questions 187
What we react against is that our living standard has
cheated us 219
(Hållbar utveckling handlar om)
Myndigheten för skolutveckling 2004. Lärande för hållbar utveckling.
(Vad vi reagerar emot är att levnadsstandarden)
Återgivet i Tordsson, B. 1978. Friluftsliv i teknikens samhälle, Föreningen Argaladei, Uppsala, s. 14.
279
Different research reports have shown 220
It’s simply all about which future 226
(Olika forskningsrapporter har visat att jordens
ekosystem)
Wikjman, A. 1999. Ekologisk kollaps hotar jorden. Tidningen DN 13/1, s. A4
(Det handlar helt enkelt om vilket framtida samhälle)
Sandell, K.; Öhman, J. & Östman, L. 2003. Miljödidaktik: Naturen, skolan och demokratin. Studentlitteratur,
Lund, s. 124.
Until the lions get their own historians 221
I am waiting by my log fire 228
(Tills lejonen får sina egna historiker)
Afrikanskt ordspråk återgivet i: Durning, A. B. 1990. Att
göra slut på fattigdomen. I: Brown, L.R. (red.) Tillståndet
i världen ’90, Worldwatch Institute, Naturskyddsföreningen, Naturvårdsverket förlag, Stockholm, s. 144–163.
Översättare ej angiven, s. 144.
(Jag väntar vid min stockeld)
Andersson, D. 1915. Kolvaktarens visor. Tiden.
Nature is the home of culture 229
(Naturen er kulturens hjem)
Redaktionell notis i: Friluftsliv, en livsstil, No. 4, 1992, s.
18.
The world’s richest countries 221
(Världens rikaste länder)
Footprints and Milestones: Population and Environmental Change 2001. The State of World Population 2001.
United Nations Population Fund. Citaten hämtade från
sammanfattningen (Press Summary) och översatta av Klas
Sandell, s. 2 och 3.
It rains a little lightly where I sit 253
(Det duggregnar lite lätt)
Matz Glantz skrivning i sin egenskap av redaktör för den
svenska upplagan.
In the simple lifestyle there is a harmony 222
(I enkelhetens livsstil finns en samklang)
Rika och fattiga: Ett brev från Svenska kyrkans biskopar om rättigheter och moral i global ekonomi. 1993.
Biskopsmötet 1993, Ärkebiskopsämbetet, Uppsala. s. 36
och 34.
Is it relevant to you perhaps 223
(Angår det dej)
Ingrid Sjöstrand, Ur: Lys vår led. 1981. Sammanställd av
Franzén, I. och Persson, M., Scoutförlaget.
To carefully hold the worm 224
(Att försiktigt hålla daggmasken)
Norén-Björn, E. 1993. En bra skolgård för lek och utveckling. I Norén-Björn, E. (red.), Uteboken. Barnmiljörådet, MOVIUM och Liber Utbildning, Stockholm, s. 75.
280
Biological Species list
English name
Scientific name
Page No.
Adder
Vipera berus
107
Alder
Alnus incana, and Alnus glutinosa
146
Alpine blue-sow-thistle
Lactuca = Cicerbita alpina
172
Alpine hawkweed
Hieracium alpinum
168
Alpine meadow grass
Poa alpina
168
Alternate water milfoil
Myriophyllum alterniflorum
140
Apple
Malus domestica
97
Arctic char
Salvelinus alpinus
174
Arctic fox
Vulpes lagopus
167
Ash
Fraxinus exelsor
97
Aspen
Populus tremula
112
Back swimmers
Hemipitera, Fam. Notonectidae
138
Badger
Meles meles
132
Barley
Hordeum vulgare
108
Beaver
Castor fiber
150
Beech
Fagus sylvatica
89, 124
Birch
Betula spp.
89, 90, 118, 122, 126,
166, 180
Black grass
Juncus gerardii
Black headed gull
Chroicocephalus ridibundus
Black tailed godwit
Limosa limosa
Black throated diver
Gavia arctica
Blackberry
Rubus rubus
Bladderwrack
Fucus vesiculosus
Blue mussel
Mytilus edulis
Blueberry
Vaccinium myrtillus
Bluethroat
Luscinia svecica
Bog myrtle
Myrica gale
Bottle sedge
Carex rostrata
Bracken
Pteridium aquilinum
Brambling
Fringilla montifringilla
Bream
Abramis brama
Broad leaved plantain
Plantago major
Broad leaved pondweed
Potamogeton natans
281
156
142, 163
157
149
162
153
155, 161
128
167
146
139
128
167
141, 144
181, 201
140
Brown algae
Phaeophyceae
153
Brown trout
Salmo trutta
144
Bulrush
Typha latifolia
147
Caddis fly
Trichoptera, several genera and species
140, 144, 149
Carp
Carassius carassius
141
Chestnut
Castanea sativa
180
Cloudberry
Rubus chamaemorus
136, 167
Club rush
Schoenoplectus lacustris
139
Common glasswort
Salicornia europaea
156
Common reed
Phragmites australis
139
Common sandpiper
Actitus hypoleucos
144
Common water moss
Fontinalis antipyretica
143
Coontail
Ceratophyllum demersum
Coot
Fulica atra
Couch grass
Elymus repens
Cowbane
Cicuta virosa
Cowslip
Primula veris
Cranberry
Vaccinium oxycoccus
Cranesbill
Geranium sylvaticum
Crowberry
Empetrum nigrum
Cuckoo
Cuculus canorus
Daffodil
Narcissus pseudonarcissus
Dandelion
Taraxacum officinale
Dipper
Cinclus cinclus
Diving beetles
Dytiscus marginalis
Dog leech
Erpobdella octoculata
Downy birch
Betula pubescens
Duckweed
Lemna spp.
Dwarf birch
Betula nana
Dwarf cornell
Cornus suecica
Dwarf willow
Salix herbacea
Earwig
Forficula auricularia
Eel
Anguilla anguilla
140
142
106
140
65
136
127
167
130
97
64, 71, 181
144
138
142
122
140
167
167
168
182
141
Eider
Somateria mollissima
Elk
Alces alces
Elm
Ulmus glabrus
Eurasian tree sparrow
Passer montanus
European hedgehog
Erinaceus europaeus
Fairy mushroom
Marasmius oreades
Field hare
Lapus europeaus
Firecrest
Regulus ingnicapula
Fly agaric
Amanita muscaria
Forest hare
Lapus timidus
Fox
Vulpes vulpes
Frogbit
Hydrocharis morus-ranae
German chamomile
Matricaria chamomilla
Glacier buttercup
Ranunculus glacialis
Golden or Arctic root
Rhodiola rosea
Goldeneye
Bucephala clangula
Gooseberry
Ribes uva-crispa
Grass snake
Natrix natrix
Great crested grebe
Podiceps cristatus
Great northern diver
Gavia immer
Great spotted woodpecker
Dendrocopos major
282
157, 163
132, 167
180
181
182, 202
181
131
131
128
131
131, 167
140
181, 201
168
166
157
97
107
142
145
64
Great tit
Parus major
Greater water parsnip
Sium latifolium
Green algae
Cladophera glomerata
Grey hoof fungus
Fomes fomentarius
Herring
Clupea harengus
Herring gull
Larus argentatus
Horse leech
Haemopsis sanguisuga
Horse tail
Equisetum fluviatile
House sparrow
Passer domesticus
Iceland moss
Cetraria islandica
Juniper
Juniperus spp.
Ladies mantle
Alchemilla vulgaris
Lilac
Syringa vulgaris
Lime
Tilia cordata
Lions mane jellyfish
Cyanea capillata
Liverwort
Anemone hepatica
Long tailed skua
Stercorarius longicaudus
Lugworm
Arenicola marina
Lyme grass
Leymus arenarius
Magpie
Pica pica
Mallard
Anas platyrhynchus
107
140
161
117, 129
164
163
142
140
181
128
129
125
97
201
164
115, 127
173
162
156
74, 202
149,181
Mare’s tail
Hippus vulgaris
154
Maritime sunburst
Xanthoria parietina
153
Marram grass
Ammophila arenaria
156
Marsh harrier
Circus aeruginosus
142
Meadowsweet
Filipendula ulmaria
146
Medicinal leech
Hirudo medicinalis
142
Merlin
Falco columbarius
167
Minnow
Phoxinus phoxinus
144
Moon jellyfish
Aurelia aurita
164
Mountain rock ptarmigan
Lagopus muta
173
Mountain sorrel
Oxyria digyna
172
Mugwort
Artemisia vulgaris
156
Mute swan
Cygnus olor
142
Nettle
Urtica dioica
97, 106
Northern Shoveler
Spatula clypeata
142
Northern Wolfsbane
Aconitum lycoctonum ssp. septemtrionale
167, 172
Norway maple
Acer platanoides
Norwegian angelica
Angelica archangelica
Norwegian lemming
Lemmus lemmus
Oak
Quercus spp.
180
172
174
124
Oats
Avena sativa
95, 108
Orange lichen
Caloplaca marina
153
Osprey
Pandion haliaetus
144, 150
Ostrich fern
Matteuccia struthiopteris
167
Oystercatcher
Haematopus ostralegus
157
Peat moss
Sphagnum spp.
136, 147
Perch
Perca fluviatilis
138, 148
Periwinkle
Littorina littorea
161
Phytoplankton
134
Pike
Esox lucius
138, 148
Pincushion plant
Diapensia lapponica
168
Pine
Pinus spp.
89, 116, 120, 122
Pine marten
Martes martes
114
Pineapple gall wasp
Adelges abietis
129
Pond skaters
Hemiptera, Fam. Gerridae
138, 149
Potato
Solanum tuberosum
109
Prickly glasswort
Kali turgidum
156
Prostrate knotweed
Polygonum aviculare
181
Rabbit
Oryctolagus caniculus
131
Raspberry
Rubus ideaus
113
Redpoll
Acanthis flammea
167
283
Redshank
Tringa totanus
157
Red squirrel
Sciurus vulgaris
38, 65, 132
Redwing
Turdus iliacus
167
Reed
Phragmites australis
147
Reed bunting
Emberiza schoeniclus
142
Reed warbler
Acrocephalus scirpaceus
142
Reindeer
Rangifer tarandus
174
Reindeer llchen
Cladonia spp.
167, 173
Rhubarb
Rheum rhabarbarum
97
Rim lichen
Lecanora atra
153
River limpet
Ancylus fluviatilis
144
Roach
Rutilus rutilus
141, 144
Rock fern
Polypodium vulgare
128
Roe deer
Capriolus capriolus
132
Rose gall wasp
Diplolesis rosae
108
Rosebay willowherb/ fireweed
Chamerion angustifolium
89
Rough legged buzzard
Buteo lagopus
173
Rowan
Sorbus aucuparia
130, 180
Rudd
Scardinius erythrophthalmus
141
Rye
Secale cereale
95, 109
Scurvy grass
Cochlearia officinalis
156, 162
Sea aster
Tripolium pannonicum
156
Sea campion
Silene uniflora
156
Sea kale
Crambe maritima
156, 163
Sea mayweed
Matricaria maritima
156
Sea sandwort
Honckenya peploides
156
Sea-side arrowgrass
Triglochin maritima
156
Seven spotted lady bird
Coccinella septempunctata
182
Silver birch
Betula pendula
122
Snow bunting
Plectrophenax nivalis
169
Sorrel
Oxalis acetosella
127
Spiked water milfoil
Myriophyllum spicatum
134
Spruce bark beetle
Ips typographus
130
Spruce fir
Picea abies
89, 116, 120, 126
St John’s Wort
Hypericum perforatum
69
Stock dove
Columba oenas
202
Strap lichen
Ramalina polymorpha
153
Sundew
Drosera rotundifolia
148
Tansy
Tanacetum vulgare
162
Tench
Tinca tinca
141
Toothed wrack
Fucus serratus
153
Tufted duck
Aythya fuligula
142
Tufted loosestrife
Lysimachia thyrsiflora
Velvet skoter
Melanitta fusca
Water clover
Marselia spp
Water lily
fam. Nymphaeaceae
Water lobelia
Lobelia dortmanna
Water vole
Arvicola amphibius
Wheat
Triticum aestivum
Whirlygig beetles
Coleoptera, Fam. Gyrinidae
White goosefoot
Chenopodium album
White tailed eagle
Haliaeetus albicilla
White water lily
Nymphaea alba
Wild boar
Sus scrofa
Wild celery
Angelica archangelica
Wild rose
Rosa canina
Wild rosemary
Ledum palustre
Willow ptarmigan
Lagopus lagopus
Wolf
Canis lupus
284
140
157
140
134
134
143
95, 109
138
94, 106
Wood anemone
Anemenoides nemorosa
Wood ant
Formica rufa
Woodpigeon
Columba palumbus
Yarrow
Achilla millefolium
Yellow iris
Iris pseudacorus
Yellow star of Bethlehem
Gagea lutea
Zander pike
Sander lucioperca
Zooplankton
-
112, 127
115, 130
202
106
140
122
141
134
Geological or soil terms
164
139, 147
107
156
89, 108
146
167
65
Brown earth
Erratic boulder
Flint
Gneiss
Granite
Pod soil
90,105
105
88
88,105
88, 105
90, 105
Activity Tips
A beach picture (about creating artwork using beach
treasures) 155
A rolling nature trail (about trails where participants pose
their own questions) 63
Accommodation wanted (about making a bird box) 250
At least an hour in the forest (about getting close to nature on
your own) 43
A colourful stove dish (about colouring on the stove) 125
A twinned class (about getting a twinned class abroad) 221
A diversity of stones (about using language to explain the
colours, shapes and positions of stones) 156
Avocado in embers (about warm filled avocado) 26
A fantasy story (about making a story together) 218
A voluntary journey (about traveling and working as a
volunteer) 223
A fireplace tells us of our future (about exploring a
fireplace) 224
Awaken your senses (about seeing, listening, tasting and
feeling) 205
A glass of water (about purifying water) 135
A wicker carrier (about making a wicker to carry for example
hay or sticks with) 240
A hanging branch (about the art of hanging the pot over the
fire) 236
Banana sweets (about drying bananas) 23
A home in the seaweed (about what can be found in a bunch
of seaweed) 157
Bats in the dark (about illustrating bats navigate) 231
A living obstacle course (about moving a group) 76
Beach treasures (about beautiful beach treasures and a mussel
shell spoon) 153
A mini charcoal tin (about making charcoal in a tin) 118
Bed warmer (about placing warm stones in the sleeping
bag) 32
And what do we find there? (about different types of plant
records) 168
Binding a tripod (about binding sticks together) 198
Ants and liverwort (about showing how liverwort
spreads) 115
Black polish (about using fire as an artist) 33
Apple sweets (about frying apples) 181
Blow torch (about making a quick fire) 17
Apple theme day (about working with apples) 248
Bottle race (about racing in snow) 216
A pretend Sami (about Sami-inspired handicraft and making
it yourself) 169
Building landscapes (about discovering the landscape through
making a model) 113
A removable belt (about making a knife belt of macramé) 20
Camp chair (about sitting comfortably) 28
A research expedition off course (about discovering an
area) 50
Candles in the dark (about making candlesticks) 16
Can you keep the embers alive? (about saving embers in
a tin) 225
Are you biodegradable? (about practical experiments in
bio-degradation) 86
285
Capture the ring (about training eye to hand coordi-
Eating dandelions! (about making dandelion gratin) 71
nation) 241
Experiencing your senses (about leading a friend) 210
Carrying construction (about building a wooden supporting
frame) 119
Finding your tree friend (about having a tree friend) 196
Find the history of the city (past, present and future) 176
Cheese on a stick (about making cheese and bacon over
embers) 12
Fingerprints of nature (about plaster cast prints) 56
Circle of touch (to see all the participants) 60
Food without a pan (about boiling potatoes, eggs and other
food in the fire) 120
Circle reasoning (learn together about the tree) 61
City hunt (about navigation training in the city) 178
Clove hitch and constrictor knots (about fastening a line
around an object) 235
Coal bun (about cooking coal miners food) 228
Coastal trip (on themed hikes along the coast) 158
Cooking hollow (about cooking food on hot stones) 236
Cone in the wind shelter (about knotting around a fir cone
instead of using the eyelet of a tarp) 22
Crayfish and crabs (about multiplying at the bottom of the
sea) 152
Creatures that are afraid of the light (about looking for small
creatures under stones and mosses) 55
Cutting, cutting oats (about our cereals) 95
Dark map (overcoming fear of the dark with the help of
a map) 69
Different nature glasses (about discovering different things,
one at a time) 72
Dinner is served (about seeing what different animals eat) 85
Does peeling potatoes take time? (about potato peeling
games) 244
Drama in the grass (about dramaticising the local
environment) 189
Dried rings (about drying apples and making apple soup) 180
Dry as tinder (about making tinder and striking fire) 117
Dry toilet (about keeping the loo roll dry) 25
Easy catch ... (about making and throwing a lasso) 170
Forest restaurant (about searching for animal tracks) 62
Forest stew (about healthy food that is easy to carry) 10
Framed nature (about a way to find a natural motif) 67
Friendship ball (about practising different skills) 187
From a drop to industry (about water from many
perspectives) 144
From moss to art (about different ways to get to know
mosses) 219
Fruit kebab (about grilling fruit) 11
Frying pan bread (about baking bread in a frying pan) 11
Geometrical shapes in the snow (about working in snow) 53
Guided poo trip (about showing good places to dig and
poo) 13
Helicopter perspective (about observing yourself and your
leadership from above) 64
Historic hike (about deciphering old maps) 98
Home, sweet home (about the art of feeling at home in the
forest) 66
Hope for the springtail (about looking for small animals in
the ground) 182
How many fit in? (about the carrying capacity of different
areas for plants and animals) 82
Hunting wolf (about the game ”the wolf and the sheep”) 65
In nature’s tea shop (about making tea from leaves and
needles) 99
Interviewing trees (about gathering information about a
tree) 124
286
Natural mosquito repellent (about using bog myrtle,
rosemary and white man’s foot (Plantago major) against
mosquitoes) 136
Is the desert island deserted? (about a survival hike with
nature studies) 137
Jewellery of clay (about working with clay) 92
Nature smells (about finding different smells) 177
Jump 24 (about practising counting) 73
Nature patterns (about looking for details in nature) 91
Keep your head cool (about training for safety on ice) 134
Natureseekers (about gathering natural objects) 185
Keeping warm (about protecting yourself from the cold) 34
Natural variation (about reproducing a profiled walk) 136
Knife handiwork (about making your own knife) 254
Necessary, unnecessary, damaging? (about what you really
need) 229
Knotting a love band (about making a love knot) 159
Lakes at dusk (about making lakes to experience darkness,
light and sound) 138
Nouns, adjectives and verbs (about practising language
skills) 52
Leaf prints (about discovering the patterns in leaves) 121
Numbers in the ring (about mental arithmetic, numbers and
storytelling) 222
Left or right veering hikers? (about walking in circles) 18
Nut biscuits (about making biscuits by the fire) 192
Letters or numbers in the snow (about practising letters and
numbers) 183
Oat sweets (about fried oats) 27
Light in the darkness (about making a candle stick) 16
Oh deer (about an ecological game on the needs of deer) 84
Magpies build nests (about sayings, mathematics and
movement) 74
Our aquarium (about ecological studies using an
aquarium) 86
Man and fire in the past and now (about tinder and fire
bags) 31
”Our specialty!” (about cooking regional specialties) 27
Pack Bags (about sewing pack bags) 8
Maths in movement (about counting, memorizing, running
and cooperating) 46
Paddle or a handle? (about making or improving a canoe
paddle) 142
Maths with nature (about practising maths with the help of
nature) 77
Paint tastes (about painting a postcard inspired by tastes in
nature) 68
Meat turner (about making fire tongs) 238
Painting like the Vikings (about using natures colours) 35
Meow (about play where kittens are looking for their
mother) 206
Paper fish (about preparing fish in newspaper) 12
Money in your pocket (about creating or improving your
outdoor equipment) 14
Patterns that unite (about the similarities between people and
dandelions) 211
More simple cooking tips 26
Peeled pine top (about making a porridge tool) 122
Mosquito fortress (about a sleeping bag cover and mosquito
nets) 24
Pick up sticks (about co-operation and maths) 37
Playground maths (about using personal measurements) 199
Mountain food (about edible plants in the mountains) 166
Playground words (about finding words starting with certain
letters) 24
Multi-use of leaves (about discovering the differences and
similarities of leaves) 80
Plugged falukorv (Swedish sausage) (about cheese and
sausage) 26
Name game (a game that practises species knowledge) 209
287
Potato omelette (about mushroom omelette in potato) 12
PR crafts (about sewing carrier bags to be used as
presents) 233
Protection for the axe (about how to make a cover from
leather) 15
Protect the blade (about making a sheath of leather for your
knife) 255
Quick lunch soup (about cooking potato and leek soup) 47
Rake or rake? (about making a rake) 97
Reading the water (about ”practising” white water paddling
in a small stream) 139
Sphagnum moss brush (about recognizing and washing up
with a sphagnum moss brush) 136
Spruttans rat (about sewing a cuddly toy to bring to camp) 21
Starry skies (about star signs) 230
Stick bread making (about fuel value and stick bread
dough) 114
”Stomach bread” (about letting bread rise on your
stomach 194
Stone age tea (about soup or tea made of rosehip and fireweed) 89
Stone knife (about cutting leather using flint) 88
Reed boat (about making a boat from the leaf of a reed) 143
Stone oven (about baking bread in the forest) 239
Re-used Candle (about wax paper tinder) 40
Summer omelette (about making an omelette with cheese and
white goosefoot) 94
Reverence for the values of nature (about taking responsibility for nature) 212
Summer rain (about hearing the rain come and go) 75
Robots (about steering robots) 186
Surprise maths (about doing a mathematical walk) 193
Sap lotion (about making lotion using spruce sap) 245
Tar (about making tar from pine and birch) 243
Satellite Navigated Treasure Hunt (about geocaching) 188
Teaching the right of public access (about the right of public
access (allemansrätten) for foreign guests or new
Swedes) 218
Seasonal delicacies (about enjoying fireweed and funnel chanterelles) 197
Sheep sky (about playing a game) 123
Sheet bend and reef knot (about tying together two pieces of
string) 234
Shoe rub exercise (about first aid exercises without being
scary) 23
Shovel up (about shoveling together a snow pile that is then
hollowed out) 167
Simple games close-to-nature (about old games) 190
Simple cooking tips 11
Sleeping with a canoe (about building a canoe bivouac) 145
Slice of a birthday cake (about year rings in a tree trunk) 111
Something that looks like a fly (about poems on nature) 58
Soup with caution? (about cooking mussel soup) 160
The class bait - fishing and friluftsliv during school time
(about trying fishing summer or winter) 78
The hunter-gatherer family (about living as if in the stone
age) 214
The little becomes large (about using a magnifying jar) 44
The multifunctional board (making your own hike board) 9
The mystery of the wood anemone (about gaining an understanding for the way the wood anemone grows) 112
The right of public access (“allemansrätten”) (about different
ways to work with the right of public access) 100
The robbers are coming (about hide and seek games) 19
The rope trick (about making ropes from nettles) 102
The scruff in the basket (about searching for natural
objects) 208
288
The secrets of the bag (about gathering knowledge) 191
Warmth around the head (about fish in embers) 157
The sharp blade (about a sheath made from birch bark and
root) 242
Weather forecast (about predicting the weather) 126
The snake guards the treasure (about a game where you
practise creeping) 207
The trees buds (about visualizing details that simplify
recognition in winter) 213
The tree recognizing professor (about knowledge of
trees) 179
The water cycle (about understanding how water
circulates) 135
The wild hunt for reindeer (about a game where you need to
be fast) 171
The world as a dinner guest (about a good dinner and World
trade) 82
This-we-just-have-to-do (about having pre-determined places
where you do the same things) 210
Three-dimensional map (about practising geography
knowledge) 42
Weather signs (about predicting weather) 48
What do you mean rucksack? (about learning and trying to
carry in ways used by other cultures) 220
What lies where? (about a game practising knowledge of
species and memory) 38
What should be removed? (about comparing in order to
disappear) 200
What’s in the ring (about training knowledge of species) 41
Whisks (about making birch whisks) 126
Whittling techniques (about carving safely) 252
Who lives in the tree stump? (about using imagination) 209
Words of reflection (about writing down five words ahead of
a gathering) 104
Young children in nature (about children’s own activities) 204
Yummy dips (about fruit dipped in chocolate) 27
Time in the shade (about making a sun dial) 215
Time walk (to walk in the past through to the future) 30
To find food (about predators that find mussels) 154
To mirror yourself in nature (about choosing a nature
object) 54
Town planners at work (about creating a more environmentally friendly society) 103
Tracking in the dark (about looking for animal tracks with
a torch) 69
Tree tag (about hugging trees) 116
Trolls in the forest (about making trolls from stone) 70
Underground water (about illustrating groundwater in a
plastic aquarium) 90
Velcro and hares (about spreading seeds) 195
Waking up in the canoe (about night paddling) 140
Warm grapefruit (about grapefruit in embers) 26
289
Friluftsliv explored follows on from the books The Dewdrop and
Woodcraft that were published in 1981 and 1995 respectively by
the Scout movement. Hence it is more than 35 years since we first
weaved together a modern environmental engagement, a landscape perspective with nature and culture and the scout movement’s experience of using friluftsliv as a method in child and youth
work. It has been very pleasing in this manner to make this blend
of environmental and outdoor teaching approach for knowledge,
emotions and quality of life in “friluftsliv explored” available to all
the groups that professionally and as volunteers are working with
these questions which are so fundamental for the future.
290
291
An environmental and outdoor teaching approach
for knowledge, emotions and quality of life!
“This book contains comprehensive teaching
material for friluftsliv close to nature, usable
by teachers in pre-school, elementary school,
after school activities and by nature guides.
You can open the book almost anywhere and
become both inspired and reflective about
friluftsliv. The authors have really managed to
capture the term friluftsliv from every angle.
There are lots of practical activity suggestions;
from tips on cooking in the outdoors, pedagogic games, craft ideas to suggestions on how
you keep your loo roll dry! A book rich in
content but also easy to read and inspiring.
The obvious book for all leaders in the outdoors but also useful for anyone who might
spend time in nature.”
From the library’s review of an earlier edition
of this book. Anders Hellborg
Friluftsliv explored doesn’t only include nature
knowledge, techniques in the outdoors and outdoor
pedagogics but also covers ecology, human ecology,
geography, environmental and societal questions,
history, health, biology, craft and lots of practical
activities -both for urban and rural friluftsliv. In this
translation to English of the revised fifth edition of
the Swedish book there are many activities and the
text is suitable for the modern day.
Friluftsliv embraces the feeling around the campfire,
paddling along winding rivers and walking towards
the distant blue mountains. But, it is also to whittle
a stick, to remember your waterproofs and to find
your way home.
Knowledge emerges when you combine imagination with facts and the glint in your eyes, using all
our outdoor environments: forests, water, the coast,
mountains and the nature close at hand.
Emotion is to swim in crystal clear water far out in
the archipelago and to see the clouds gliding across
the sky. But also, to be able to present other sides
of yourself, to be fascinated by your own body, the
struggling ant and the sight of frost on trees.
Quality of life is to experience friluftsliv – as it
happens!
The editors Britta Brugge, Matz Glantz, Klas Sandell, Therese Lundqvist Jones, Anders Szczepanski and Per Andersson have extensive experience
within education (from preschool to university),
leader education and research about friluftsliv,
perspectives on nature, development issues and
environmental engagement. Together with the
co-authors: Patrik Grahn, Per Hedberg, Karl Erik
Karlsson, Anders Nilsson, Kurt Olsson, Mikael
Quennerstedt, Ronnie Ståhle, Stephan Svenning,
Marie Öhman and Johan Öhman and in co-operation with Roger Isberg, Ebba Lisberg Jensen,
Anders Johansson, Anna Malmström, Pernilla
Ouis, Eva Sandberg, Peter Schantz, Ammi Wohlin
and Petter Åkerblom they present a unique and
all-encompassing knowledge of this subject.
292