Arkadaş Okul considers the concept of ecology as a learning experience immanent in the school, which refers to the relationship between child development and pedagogy based on an ecological structure. In other words, ecology is the main motivation. It criticizes the perspective towards the interpretation of environmental degradation as ecophobia in learning programs and ecological constructivism in which ecology is fictionalized as a curriculum. It is based on the idea of following ecological flows, being a part of it as children and teachers, and building ideas, plans and materials in harmony with this flow. It believes that the expressions and educational materials advising protecting nature, not harming nature etc. alienate us from the idea that humankind and nature are not separated.
For this reason, it believes that an ecological curriculum should primarily includes an ordinate and sustainable living experience cherishing coexistence and mutual-transformation with creatures we live with. It believes that all kinds of cognitive, psychosocial, psychomotor and self-help skills learned in school should be integrated with this ecological vitality.
Subjects as nutrition, ecology and hygiene, transformation, creatures we live with, school’s wilderness and neighbourhood as an ecosystem form a basis for learning environments that children need in all areas of development. All ecological resources in school yard and nearby are considered as main learning environments and materials.
