Giles Barrow is a self-employed teacher, trainer, consultant and ecologist.

• Arrival 1. A critique of product orientated education and a rationale for an alternative vision incorporating sufficiency, homonomy and emancipation: Walking the Land 2. The importance of an ecological-phenomenological perspective in the educational encounter: From the Margins 3. Natality, subjectification and the function of physis in education: Arrival 4. Liminality, place-based education and the role of myth and story: Beyond Arrival 5. The act of teaching, ‘grown-up-ness' and eldership in the educational encounter: To Whom does the student arrive? 6. Implications for an education orientated toward connection with the existential, social and ecological domains: For Whom is the Harvest? Coda

Giles Barrow is a self-employed teacher, trainer, consultant and ecologist.

• Arrival 1. A critique of product orientated education and a rationale for an alternative vision incorporating sufficiency, homonomy and emancipation: Walking the Land 2. The importance of an ecological-phenomenological perspective in the educational encounter: From the Margins 3. Natality, subjectification and the function of physis in education: Arrival 4. Liminality, place-based education and the role of myth and story: Beyond Arrival 5. The act of teaching, ‘grown-up-ness' and eldership in the educational encounter: To Whom does the student arrive? 6. Implications for an education orientated toward connection with the existential, social and ecological domains: For Whom is the Harvest? Coda

Giles Barrow is a self-employed teacher, trainer, consultant and ecologist.

• Arrival 1. A critique of product orientated education and a rationale for an alternative vision incorporating sufficiency, homonomy and emancipation: Walking the Land 2. The importance of an ecological-phenomenological perspective in the educational encounter: From the Margins 3. Natality, subjectification and the function of physis in education: Arrival 4. Liminality, place-based education and the role of myth and story: Beyond Arrival 5. The act of teaching, ‘grown-up-ness' and eldership in the educational encounter: To Whom does the student arrive? 6. Implications for an education orientated toward connection with the existential, social and ecological domains: For Whom is the Harvest? Coda