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Durante séculos, diversos conhecimentos elaborados e mantidos por grupos sociais considerados à margem da sociedade receberam a classificação de conhecimento popular e conhecimento vulgar, o que demarcou o distanciamento entre esses saberes e o mundo das ciências. Este livro destaca, sob a perspectiva da etnobiologia, o potencial dos saberes tradicionais na construção de ações sustentáveis, refletindo sobre possíveis benefícios para a sociedade. Os autores oferecem análises e informações sobre a contribuição do conhecimento tradicional para a conservação da biodiversidade, para a segurança alimentar e para a saúde, por meio da utilização das plantas medicinais e de outras práticas nativas. O leitor vai perceber que, em muitos momentos, a imposição do mercado ou de pressões políticas não acarretou necessariamente uma melhoria real na alimentação ou na saúde da maior parte da população, como no exemplo dos problemas decorrentes de uma nutrição baseada em alimentos industrializados.

Traditional ecological knowledge. --- Ethnobiology. --- Indigenous ecological knowledge --- Indigenous environmental knowledge --- T.E.K. (Traditional ecological knowledge) --- TEK (Traditional ecological knowledge) --- Traditional environmental knowledge --- Ethnoscience --- Experiential learning --- Biopiracy --- Ethnoecology --- Folk biology --- Folkbiology --- Indigenous peoples --- Traditional biology --- Biology, Economic --- Ethnobiology

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Readers will find several papers that address high-level issues in the use of technology in education, for example architecture and design frameworks for building online education materials or tools. Several other chapters report novel approaches to intelligent tutors or adaptive systems in educational settings. A number of chapters consider many roles for social computing in education, from simple computer-mediated communication support to more extensive community-building frameworks and tools. Finally, several chapters report state-of-the-art results in tools that can be used to assist educators in critical tasks such as content presentation and grading.

Active learning. --- Artificial intelligence. --- AI (Artificial intelligence) --- Artificial thinking --- Electronic brains --- Intellectronics --- Intelligence, Artificial --- Intelligent machines --- Machine intelligence --- Thinking, Artificial --- Bionics --- Cognitive science --- Digital computer simulation --- Electronic data processing --- Logic machines --- Machine theory --- Self-organizing systems --- Simulation methods --- Fifth generation computers --- Neural computers --- Action learning --- Activity learning --- Activity teaching --- Learning --- Experiential learning --- Information technology: general issues

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Traditional knowledge systems are also innovation systems. This book analyses the relationship between intellectual property and indigenous innovation. The contributors come from different disciplinary backgrounds including law, ethnobotany and science.

Anthropology --- Social Sciences --- Social & Cultural Anthropology --- Indigenous peoples --- Ethnoscience. --- Traditional ecological knowledge. --- Intellectual property. --- Legal status, laws, etc. --- Indigenous ecological knowledge --- Indigenous environmental knowledge --- T.E.K. (Traditional ecological knowledge) --- TEK (Traditional ecological knowledge) --- Traditional environmental knowledge --- Indigenous knowledge systems --- Traditional knowledge systems (Ethnology) --- Ethnoscience --- Experiential learning --- Biopiracy --- Ethnology --- Science --- Ecology --- Ethnoecology --- intellectual property --- traditional knowledge --- indigenous studies --- Trademark --- TRIPS Agreement --- World Intellectual Property Organization --- World Trade Organization

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This open access book reviews evidence and case studies on the effects of outdoor learning on teachers and learners. It shows how real-world learning outside the classroom contributes to unlocking the full potential of learners, demonstrating its benefits for academic learning, social competencies, personal and emotional development, psychological well-being, and physical activity and health. In addition, the book highlights how outdoor learning nurtures environmental awareness and helps learners to tackle current sustainability challenges. Its focus on high-quality learning makes it a unique contribution to the implementation of SDG 4. Aimed at lecturers at teacher training universities, teachers, professional educators, coaches, and multipliers who train staff of educational NGOs, as well as decision makers on all levels of education systems, this book is of interest to all those who seek a more in-depth understanding of the future of education.

Sports training & coaching --- Education --- Teaching of a specific subject --- Educational strategies & policy --- Human geography --- Outdoor-based learning --- high-quality learning --- place-based learning --- experiential learning --- environmental education --- outdoor education --- education outside the classroom (EOtC) --- TEACHOUT research project --- Outdoor Learning and Children’s Eyesight --- Impacts on health and wellbeing from outdoor learning --- Teacher’s competences for teaching outside the classroom --- Nature-Based Learning --- Childhood nature connection --- School-based outdoor learning --- SDG 4 --- Sustainable Development Goals 4

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The overall focus, scope, and purpose of this Special Issue on outdoor adventure is to provide the current and anticipated future trends, offer innovative ideas for new programs, support decision making for managers to move plans and intentions into action, inspire pioneering staff training and leadership development, incite policy reviews and revisions, promote resource (re)allocation where needed, and stimulate culture shifts among outdoor leaders and managers. Furthermore, this Special Issue is situated within the existing literature by depicting major trends in the field, exploring organizational issues and successes, identifying gaps between research and practice, and formulating solutions to some of the field’s most pressing challenges. Of particular interest were manuscripts reporting the following: • Adventure education across diverse cultures; • Innovative partnerships for experiential education outdoors; • Land management agencies working with adventure education programs; • Leadership and/or management issues and challenges; • Programming advances, participation trends; • Recruitment and retention of diverse staff, workforce enhancement; • Social groups/identity and outdoor spaces (e.g., people of color and outdoor adventure; women in the outdoors—where have we been, where are we going?; LGBTQ trends and future directions; youth and outdoor adventure); • Socioeconomic factors and solutions; • Technology influences and adventure education; • Working with schools/school districts and being in sync with curriculum needs, supporting transportation challenges, etc.

outdoor adventure education --- social justice --- inclusive praxis --- Outward Bound --- policy --- purposes --- practice --- barriers --- outdoor learning --- outdoor and adventure education --- international perspectives --- comparative --- experiential learning --- transformative learning --- equity --- pedagogy --- whiteness --- gender --- critical theory --- outdoor education --- outdoor skills --- partnership --- outdoor programs --- outdoor education in urban areas --- outdoor recreation --- female empowerment --- single-gender --- adolescent programming --- adolescent girls --- outdoor camp --- girls’ camp --- youth development --- treasure hunt --- mobile learning --- geocaching --- smartphone --- educational app --- Lesvos island --- secondary education students --- undergraduate students --- nature-based programs --- ecological framework --- COVID-19 impact --- n/a --- girls' camp