Abstract
Gardens provide hands-on opportunities for environmental education that extend beyond food production, encompassing ecological literacy, sustainability practices, experiential learning, and community engagement. This article uses a creative nonfiction approach to examine the author’s personal journey from reluctant gardener to advocate for learning gardens. Through narrative reflection of her own family’s gardening experiences during the COVID-19 pandemic, the author illustrates how gardening fosters intergenerational learning, socio-emotional development, and curiosity-driven exploration of ecological systems. The article highlights how gardens function as accessible entry points for lifelong learners of all ages, demonstrating that environmental literacy can emerge outside of traditional scientific expertise. Ultimately, this work underscores the value of gardening as a pathway toward cultivating sustainable practices, personal transformation, and community connection.
Recommended Citation
Anderson, Lacey
(2025)
"Gardens as pathways to environmental education for all ages,"
The Cicadian: Vol. 1:
Iss.
1, Article 6.
Available at:
https://commons.und.edu/cicadian/vol1/iss1/6
Included in
Life Sciences Commons, Outdoor Education Commons, Social and Behavioral Sciences Commons