Eli W. Flaim
Fri, 17 Apr 2026 13:45:00 PDT

Rhythms of Learning

Eli Flaim

Traditional Western education has typically assumed that learning occurs best at a desk in a classroom. However, much of my personal development has taken place outdoors and in motion through participating in and facilitating experiential learning. My capstone project aims to bridge these two worlds by exploring how outdoor education can be effectively integrated into higher education without necessitating wilderness expeditions or significant structural changes. I will discuss my journey in developing this project and share the findings of my research, highlighting the importance of outdoor education and practical ways to implement it in the classroom. In the course HONR 394.84, Walking as Method, I introduced practices inspired by outdoor education into the university classroom. I will share my experience facilitating class sessions, reflective journaling, and discussions, and discuss how small shifts in teaching methods might positively impact students' well-being and learning outcomes. Instead of viewing nature merely as a backdrop, it has been approached as a collaborator in the educational process.

This work is informed by research on experiential learning and human biology, but it is equally rooted in care. I am interested in the outcomes of an educational approach that honors cognitive development alongside emotional regulation, social connection, and the natural rhythms of the human body. Since learning requires attention, and attention depends on well-being, classroom design becomes an ethical consideration. As the project evolved, so did its format. What began as a course-based intervention has grown into a resource website for educators, which I will also present. This site compiles lesson plans, reflective prompts, theoretical frameworks, and practical strategies for implementing outdoor-inspired methods in various educational contexts. My goal is not to replace the traditional classroom but to expand the definition of a learning space and provide accessible tools for those who share my intrigue.

Fundamentally, this project is both a contribution to scholarly dialogue and a starting point for the kind of teaching I hope to carry forward, grounded in care and a belief that learning should support the whole human being.