With such a depletion of wildlife in the UK alone, with so many schools, cities, towns, and housing estates being built so far removed from our natural world how on earth does the next generation stand a chance to learn about the natural world and be sympathetic to it?  At the same time, we also are demanding literally the earth from our natural world, and the way we extract from the natural world is getting more intensive and damaging.  As we move further away from it how do we fill that nature gap in society? We speak with Environmentalist, Producer and Writer Mary Colwell who has campaigned and devised a NEW Natural History GCSE designed to help bridge this chasm, helping put nature and the wonderment and fascination of nature into education. “Nature is for everyone, it is there for YOU to engage with, that’s why putting it into the school system is important, making it open access and free to all, for everyone to engage with. We know from the COPs recently that we are looking at a very difficult time ahead, and those young people will have to live in this difficult time, and if they are going to make the right decisions for themselves, people and the planet, they need to be more knowledgeable, more engaged and more connected to this planet we live on.”  Research by Miles Richardson of the University of Derby’s Nature Connectedness Research department has shown that by the time children reach secondary school, there is a marked drop off in connection to the natural world. It happens at around 13, it gets crowded out, school gets very academic, and nature is side-lined, squashed into Biology, and then it’s only picked up again when we are 30. With 80% of us in the UK living in urban environments that means only 20% of us live in anything you can call countryside. We have shifted our cultural attitudes, our language, everything has shifted away from nature. All this is creating a perfect storm of disassociation and lack of emotional response and emotional intelligence when it comes to dealing with the natural world. Up until now, through the current education system, we are handing over to the next generation a fractured view of nature. We live in this disassociation, we are just taking what we want, and it’s not even much to pay. This is what we are passing on to the next generation and it must stop. One of the beautiful things about Biophilic Design is that it brings nature and nature-inspired design right under the noses of everyone, it reconnects us to nature. How wonderful would it be, if alongside, the next generation learns how to identify, study, record and monitor the natural world, understanding how habitats make the nature of Britain: how the animals, plants and birds that we live with thrive, that they learn what its job is, how for instance how an Oak Tree fixes the soil, provides habitats, how it interacts with us. We are all part of the same thing, the outside world, we are nature, we are one. The Disgupta review emphasised the importance of learning about biodiversity and ecology at all levels of education. I interviewed Dom Higgins Health and Education director for the Wildlife Trusts, a few weeks back and I was really thrilled to learn that Mary has campaigned and designed this new Natural History GCSE. “We need a nature-literate, engaged, and eco-sensitive generation, we need to start helping fill that gap”. It’s showing up in our culture as well. In literature We use a lot fewer nature words in use of nature fiction poetry song lyrics since the 50s, use of personal pronouns, me, my, mine, has increased by 50% in the language we use on a day-to-day basis, we have become more inward and individualistic and a lot less community and open to the natural world. Nature is everything hopefully it will encourage a general greening in the curriculum.  Let’s change that, through design, through education, through inspiration. In this podcast you’ll also learn some interesting facts to tell your friends: Did you know