Gideon Dishon

In recent years, the phenomenon of "days in the woods" has been gaining momentum in Israel. These are weekly outdoor learning days during which elementary school students study in a natural environment near their school. This phenomenon, part of the global spread of forest education, has not yet been thoroughly researched in the Israeli context.The present study examines the characteristics of "days in the woods"through participant observation in eleven elementary schools across Israel. Drawing on this fieldwork, the study describes the practices prevalent in days in the woods, analyzes their pedagogical characteristics,and examines them in light of international models of forest education.To this end, two complementary theoretical frameworks were used: Tyack and Tobin's (1994) "Grammar of Schooling," which describes the deep-rooted structures of traditional schooling, and Kahane's (2007) "Code of Informality," which identifies the characteristic principles of informal education. Combined, these theoretical frameworks made it possible to demonstrate how the flexible pedagogical features of forest education, including flexible time management, dynamic use of space,a less hierarchical teacher-student relationship, an emphasis on social-emotional and embodied learning, and independent exploration with minimal guidance, challenge key elements of the conventional schooling routines.Accordingly, we suggest that forest days serve as regular institutional pauses, allowing teachers and schools to experiment with alternative pedagogical approaches and pursue educational ideals that are difficult to implement in formal settings. This perspective sheds light on the dual nature of forest days as both a site of institutional exploration and a space that stands apart from the school's everyday routine.