By Lower S.K.

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We have to learn to see again, learn to walk, to feel all these things again. So if there’s a process where we can be guided through to learn to get to the stage of making contact with the land again, we get some calling of responsibility our self. (Roe & Hoogland, 1999, p. 11) To learn to ‘see and feel again’ invites us to consider how we might walk through places. Along this Trail there was an unfolding narrative of walking, of pausing and listening to Dreamtime stories that are deeply embedded in this place and 18 WALKING THE GROUND brought alive on this walk.

From Nose Lake, where we took the first paddle strokes, we gradually adapted to the environment and the changes between running water, rapids, and calm water including lakes, the variations in currents, the eddies, the head and tailwinds, the rain, thunderstorm, and sun, the lining of the canoe where damage by gear and the risk to capsize was high, portaging of gear and canoe, fishing trout, and watching birds and other animals. Day after day the sense of knowing this specific river increased from low water levels and stony parts upstream to an increasing amount of water and stronger currents in the end of the wilderness expedition.

It was a hope that this type of conference would influence participants’ future teaching and also inspire future international research collaboration and add to the body of related literature, which it has. CONTRASTING ASPECTS I found this conference of significant interest for several reasons. First, a conference concept where researchers replaced powerpoints and indoor presentations with outdoor teaching, reflections about Outdoor Education M. Robertson et al. ), Experiencing the Outdoors, 25–35.

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