Actualization of learning in the natural environment from the standpoint of environmental safety

The pedagogical aspects of full-scale use in modern educational practice of teaching in the natural environment are considered, the potential advantages of its organization are indicated (against the background of the statement of the impoverishment of the natural environment of a developing personality). Empirical data showing the correlation of learning in the natural environment with the parameters of environmental safety are presented. The respondents were pupils of a boarding school of three age groups: primary school students, teenagers and high school students. A two-component system of indicators and criteria is applied: the indicator of saturation of the educational environment – the criterion of sufficiency and the indicator of the structuring of the educational environment – the criterion of concentration and intensity. As a variant of the methodological basis for optimizing the interaction of the individual and the surrounding world, a video-ecological approach is designated, constructed on the basis of the meaningful filling of epistemic spaces (paradigms, syntagmas, pragmatics). From the standpoint of the implementation of the video-ecological approach, the tendencies of personalization of the educational environment, increasing the level of visual literacy of participants in educational relations are characterized. The general regularities of the ecologization of environmental characteristics and the possibility of applying in practice various forms of education in the natural environment, which is considered as an alternative to the traditional educational space of the school, are substantiated. Positionally formulated advantages of the organization of the modern educational process in the natural environment are given.