| Summary: | The paper investigates water in the forest ecosystem through an interdisciplinary prism combining hydrology with meteorology, environmental education and environmental ethics. The research aimed at producing a pedagogical methodology of familiarising with the hydrological cycle in the forest, not with its stereotypical and knowledge-centred approach, but with a framework that would support an experiential, ecocentric and holistic way of environmental learning in the Anthropocene. The research process was implemented through a hybrid approach of action research and took place through research teams’ encounters with water in the forest ecosystem of Dirfys, Evia. Our hydro-pedagogies in the forest manifest through a spiral pedagogical process of experiencing, feeling and thinking with water, which flows in four cycles: a) exploring with water, b) empathising with water, c) interconnecting with water, and d) reflecting with water. Our proposed hydro-pedagogies flow in the Hydranthropocene as an alternative view to pedagogical research and praxis with water visualising an ecocentric, watery common future.
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