Un entorno natural promueve el aprendizaje

“La evidencia disponible sugiere que las experiencias de vida en la naturaleza ayudan a los niños a adquirir algunas de las habilidades, actitudes y comportamientos más necesarios en el siglo XXI. “Factores no cognitivos” como la perseverancia, la autoeficacia, la resiliencia, las habilidades sociales, el liderazgo y las habilidades de comunicación, tan importantes en la vida más allá de la escuela” (US National Research Council, 2012)

Cada vez es más evidente el hecho que promover un mayor contacto con la naturaleza es beneficioso para el crecimiento y desarrollo óptimo de la persona. Si bien esto no es una novedad, es sorprendente ver como todavía, la mayor parte de nuestras instituciones educativas son ambientes cerrados donde en muchos casos ni siquiera cuentan con una ventana que permita el acceso para simplemente poder observar el verde natural.

Poco a poco va saliendo a la luz como este enclaustramiento, en vez de promover un aprendizaje significativo, llena de estrés al niño lo que dificulta el proceso de aprendizaje. De manera más concreta, en un estudio que se llevó a cabo en una escuela al aire libre en Múnich, Alemania, demostró que los niveles de cortisol disminuían durante el curso de la jornada escolar cuando las clases se impartían en el bosque en vez de en el aula. 

Otros estudios nos muestran que el promover el contacto diario con la naturaleza y utilizar ese entorno para el aprendizaje ayuda a que el alumno esté más atento, más auto disciplinado, más comprometido e interesado y más físicamente activo y en forma. La evidencia, por lo tanto, sugiere que el contacto con la naturaleza contribuye a que el estudiante se sienta más motivado a aprender que dentro de un contexto de aula tradicional.

Además, otras investigaciones han resaltado que lo que conduce a un comportamiento de cuidado y conservación del medio ambiente no es el conocimiento de cómo y por qué conservar, el cual posiblemente este siendo enseñado en las aulas, sino más bien, lo que desarrolla esta actitud de preservación y cuidado por la naturaleza es la conexión emocional que nace indiscutiblemente con el contacto directo, viviendo experiencias significativas en el entorno natural es lo que impulsa el deseo de conservación (Otto y Pensini, 2017).

¿Es necesario mencionar más razones por las cuales es importante que nuestros niños crezcan en un entorno natural que les permita desarrollar esa conexión emocional con la tierra y los demás seres vivientes? En Humano sabemos lo importante y significativo que es por eso queremos brindarles la oportunidad de pasar la mayor parte de su día al aire libre, explorando y descubriendo la belleza y magia de la naturaleza.

“Hay un libro abierto siempre para todos los ojos: la naturaleza”. Jean Jacques Rousseau

Photo by Frans Hulet on Unsplash

The importance of the environment in the child’s growth

“Many are the children who are raised in an environment that atrophies and incapacitates them, and then it is presumed that they are so by default of birth; even they themselves come to believe it “Shinichi Suzuki, violinist, educator and philosopher


Shinichi Suzuki is the creator of the Suzuki pedagogy, which is a method of both education and philosophy based on respect for the child as a person and on the concept that ability is not inherited but learned. His method is known as Talent Education, since for Shinichi, talent is not something that is present or not in a child, but something that is educated and developed.


Like Suzuki, we are convinced that children are born with unlimited potential which, in most cases unfortunately, does not come to be explored and even less developed. This is undoubtedly due to the false belief that we have that talent is something innate and not something that can be cultivated, as he mentions. However, Suzuki develops his philosophy based on the universal fact that all children are able to easily learn their mother tongue, since the teaching-learning method is based on repetition and constant imitation and positive comments about the work and the child’s progress.


In HUMANO we share similar values ​since like Shinichi we believe that:

• All children can learn. 

• The environment nurtures growth and that it is essential for optimal development. 

• Parental involvement is essential. 

• Each child learns at their own pace. 

• Repetition and constant imitation are key. 

• We promote cooperation instead of competition.


And this is precisely why our goal is to provide children with a fertile environment, full of love and trust where the infant can acquire inspiration and interest from everything he sees and hears, since we know that it is the superior environment that gives the greatest effect on the creation of superior abilities in children.

The true meaning of the word education

“Ideally, education is the principal tool for human growth; essential for transforming the illiterate child into a mature and responsible adult. Yet everywhere today, both in the developed countries and those in development, we can see that formal education is in serious trouble.  

Classroom instruction has become so routinized and dehumanized, that children often consider school to be an exercise in patience rather than a learning adventure. Even the brightest and most conscientious students easily become restless, and for many, the only escape route lies along the dangerous roads of drugs, sexual experimentation, and outbursts of senseless violence. 

 Teachers too find themselves in a dilemma, dissatisfied with the system which they serve but unable to see meaningful alternatives to it. One major reason for this sad state of affairs is a loss of vision regarding the proper aims of education. The word “education” literally means “to bring forth”, which indicates that the true task of this process is to draw forth from the mind its innate potential for understanding. 

The urge to learn, to know and comprehend is a basic human trait, as intrinsic to our minds as hunger and thirst to our bodies. In today´s turbulent world, however, this hunger to learn is often deformed by the same moral twists that afflict the wider society. Indeed, just as our appetite for wholesome food is exploited by the fast-food industry with tasty snacks devoid of nutritional value, so in our schools the minds of the young are being deprived of the nutriment they need for healthy growth (through meditation, yoga, massage therapy, debate and moral inspiring stories).

In the name of education students are passed through courses of standardized instruction intended to make them efficient servants of a demeaning social system. While such education may be necessary to guarantee societal stability, it does little to fulfill the higher end of learning; the illumination of the mind with the light of truth and goodness. Such education is being imparted in The Alice Project School in Sarnath and Bodhgaya, India”

Humano has been inspired by this educational model and applies it too in its educational curriculum.

Photo by Chelsea Aaron on Unsplash