Walk and Emotional Education through Arts and Landscape. Origin and Foundation

Abstract

This article is an academic text aimed at highlighting the potential of walking as a creative and pedagogical tool, specifically focusing on its value for emotional and artis­tic education. It is a bibliographic investigation based on a qualitative methodology that combines both interpretive and descriptive approaches. The article analyses how, from its origins and throughout history, walking has been used by philosophers, artists, and educators as a practice that promotes self-knowledge and emotional expression through the exploration of the natural environment in particular. It has allowed demonstrate its functionality in the field of emotional education. The article emphasizes the value of creativity, where memory, aesthetic experience, and intimate dialogue converge, acti­vated through walking in connection with the environment, as opposed to the excessive use of digital devices. To illustrate this approach, testimonies from artists of the Gener­ation of '98, such as Azorín, Pío Baroja, and Miguel de Unamuno, for whom walking was key in both their lives and works, have been considered. The article concludes with an analysis of Giner de los Ríos pedagogical walks, emphasizing their relevance and influence in modern education, and their ability to integrate nature and emotions into pedagogy.