The Pedagogy of Walking

Learning from the City

Abstract

This essay, inspired by Frédéric Gros’s A Philosophy of Walking (2023), investigates how the act of walking can function as a philosophical, educational, and political practice within the urban context. From the standpoint of Educating Cities, the city is understood as an active educational space, extending beyond formal learning to encompass non-formal and informal dimensions. Thus, walking emerges as an act of resistance to the contemporary overemphasis on speed, inviting deceleration and a reflective stance toward one’s presence in urban environments. In this approach, walking encourages a heightened awareness of the social, cultural, and historical dynamics that shape the city, transforming streets and squares into a “living classroom.” Sensory engagement and the exploration of seemingly ordinary details foster critical consciousness regarding issues such as inequality, accessibility, and urban planning. Therefore, walking not only broadens our perception of place but also strengthens community bonds and enhances the sense of belonging. Moreover, the practice of walking offers a release from material and symbolic excesses, aligning with a vision of freedom and personal transformation that ultimately affects the collective. Pedagogical projects based on reflective walks can reorient one’s urban experience, further promoting empathy and inclusion. Consequently, this essay concludes that walking is not merely physical displacement but constitutes a “pedagogy of everyday life,” capable of reshaping the relationship between individuals, the city, and society, thus opening pathways toward a more equitable, participatory, sustainable, and humane coexistence.