This episode explores an innovative instructional design called "philosophical hiking," a pedagogical model that moves learning from the classroom to the trail. Developed as a response to the psychological and philosophical needs highlighted by the COVID-19 pandemic, this practice promotes human flourishing by blending immersive experiences in nature with thoughtful, cooperative philosophical dialogue. By positioning students as "philosophical hike-docents," the model disrupts traditional educational hierarchies and fosters a direct link between abstract theory and real-world application, engaging students, faculty, and the public in a shared journey toward wisdom.
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Further Reading

• Abes, Elisa S., Jackson, G., & Jones, S. R. (2002). "Factors that motivate and deter faculty use of service-learning." Michigan Journal of Community Service Learning, 9(1).
• Buzzell, Linda (2016). In M. Jordan & J. Hinds (Eds.), Ecotherapy: Theory, Research and Practice. Palgrave.
• Christ, Matthew R. The Litigious Athenian.
• Dewey, John (1916). Democracy and Education.
• Dewey, John (1938). Experience and Education.
• Dewey, John (1939). "Creative Democracy: The Task Before Us."
• Geibel, P. E. (2006). "Compulsory virtue: The paradox of mandatory service-learning." New Directions for Student Services, 2006(114), 85-94.
• Hansen, M. M., Jones, R., & Tocchini, K. (2017). "Shinrin-Yoku (Forest Bathing) and Nature Therapy: A State-of-the-Art Review." International Journal of Environmental Research and Public Health, 14(8), 851.
• Kirby, Christopher (2022). "Walking Toward Wisdom." Blog of the APA.
• Lienemann, T. (2014). "Educating for Virtue: How We Can Make Students More Virtuous." Journal of the Scholarship of Teaching and Learning, 14(4), 16-29.
• Reed, S., Rosing, H., Rosenberg, C., & Statham, A. (2015). "The Effect of Community-Based, Transformational, and Project-Based Learning on the Engagement, Persistence, and Completion of All Students." University of Wisconsin-Parkside.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University