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1.
UNESCO's challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant in developing environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. It focuses on Higher Education since this sector has the obligation and the capability of instigating a 'ripple' effect' in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoor learning might contribute to the development of sustainability-literate graduates.  相似文献   

2.
UNESCO's challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant in developing environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. It focuses on Higher Education since this sector has the obligation and the capability of instigating a ‘ripple’ effect' in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoor learning might contribute to the development of sustainability-literate graduates.  相似文献   

3.
Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy.  相似文献   

4.
A number of commentators have identified and critiqued and approach to outdoor experiential learning as, variously, Priestian, American and algorithmic. These comments raise the questions of what are the characteristics of this algorithmic paradigm of outdoor experiential learning and what are thought to be the problems with it? This paper will address these questions and describe what the author believes to be a new, emerging practice defined by these critiques that he has called the Generative Paradigm after Robin Hodgkin. This paradigm is described and placed in the western and global cultural and educational debates responding to issues of sustainability and human purpose.  相似文献   

5.
In a survey of Canadian university students (N = 205), the relationship between majoring in an outdoor recreation university program and environmental concern, cooperation, and behavior were examined. Stepwise linear regression indicated that enrollment in outdoor recreation was predictive of environmental behavior and ecological cooperation; and these results held independently of age and gender. We then examined the possibility that environmental concern may mediate these relationships. Inclusion of ecocentrism as a mediating variable indicated that environmental concern partially accounted for the relation between outdoor recreation and self-reported environmental behavior, and fully mediated (reduced to nonsignificance) the relationship between outdoor recreation and ecological cooperation. Results are discussed in the context of education, and more specifically experiential outdoor education as promoting environmental behavior through greater concern for the ecosystem.  相似文献   

6.
Abstract

Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy.  相似文献   

7.
From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.  相似文献   

8.
This study examined how much 4-year-old children know about herbs and spices. We researched how much knowledge children could obtain through experiential learning by growing plants in an herb garden and by using herbs and spices in their food. An experiment with one control and one experimental group was carried out, each comprising 18 children. With semi-structured interviews, the authors established the state of the children＇s previous knowledge on herbs and spices and recognition of plants, exemplified by growing plants and plants used in food dishes. Children from the experimental group then continued to grow herbs and spices and use them in food dishes. Following these activities, the acquired knowledge was established with repeated semi-structured interviews in both groups. At the beginning of the experiment, the children＇s prior knowledge and recognition of plants were very rudimentary. Only 33% of the children in the experimental group recognized parsley, 22% of them knew chamomile, and 17% of them knew sage and chamomile in tea. Following the activities, children of the experimental group showed statistically significant improvement in plant recognition （mint 100%, oregano on pizza 100%, chamomile 94%, parsley 94%, and oregano 94%）. We conclude that through activities of growing plants in herb gardens and their use as food ingredients already in early childhood when eating patterns develop, children obtain much knowledge of herbs and spices.  相似文献   

9.
Abstract

From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.  相似文献   

10.
This paper examines the potential of outdoor learning for supporting children’s understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children’s attitude towards history and enabled many of the children to be able to easily recall highly specific factual knowledge. However, the children’s understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children’s learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy, needs to be planned for more explicitly.  相似文献   

11.
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12.
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers’ perceptions of ‘underachievement’. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see ‘underachievement’ as being distributed across people, place and activity; and that through constructing the outdoor ‘space’ as a ‘place’ embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as ‘underachieving’ pupils.  相似文献   

13.
This paper examines the development of outdoor education in Hong Kong from its colonial roots to the challenges of its uncertain future. The scene is set by a synopsis of Hong Kong's geography, history, economy, and culture. Next, we trace the history of organised outdoor education from the early 1900s to the present day. This is followed by a critical exploration of issues facing youth adventure education programmes and management development programmes. The paper closes with recommendations to return to “real” outdoor courses in natural environments, to raise the standards of training available to outdoor leaders, and finally, to create a governing body that would facilitate inter-organisational learning, raise standards of programme design and delivery, and help build a body of literature that is specific to experiential learning in Hong Kong.  相似文献   

14.
The recent surge in interest in progressive education ideas has often been accompanied by an increased advocacy for learning outdoors, with experiential and holistic learning approaches considered the most beneficial method for cultivating personal and social development and raising awareness of contemporary environmental concerns. However, theoretical and practical unease exists about how increased opportunities to learn outdoors can help young people to reflect on their experiences and make sound decisions. The paper reviews the contribution of John Dewey to debates about experiential education and the development of moral deliberation; as for Dewey there are strong connections between cognition, character and actions. This leads, in conclusion, to analysis of outdoor learning prospects and the extent to which these can benefit personal responsibility and social interaction, and provides learners with the capacity to make dependable voluntary decisions that display stable states of character.  相似文献   

15.

This article examines the influences promoting social justice in the field of outdoor experiential education. The philosophical foundations of outdoor adventure including the work of John Dewey and Kurt Hahn are considered in light of social justice education. The historical evolution of social justice activism within the professional community is analyzed. Other influential trends including the development of outdoor programs sensitive to social justice concerns, the cross fertilization from other related fields, and the demographic and economic imperatives to transform the field are described. The methodological fit between outdoor experiential education and social justice education is the final influence presented. The article concludes that potentials for social justice education within the outdoor experiential education field create an imperative for inclusion.  相似文献   

16.
An evaluation study was conducted to assess strengths and weaknesses of an outdoor‐based experiential training (OBET) program used in Thailand. Self and Team Development in Practice (STP) Walk Rally is used as a case. Most of the principles in adult theory, experiential learning theory, and Holton's HRD [human resource development] Evaluation Research and Measurement Model are met by the STP Walk Rally, but it cannot promise transfer of learning. In the Thai culture, sanuk, or having fun, is the best element of the training design. However, face‐to‐face feedback is not appropriate for Thais. Recommendations for practice and research are made.  相似文献   

17.
This article draws from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project. One of the accidental findings from the research is that experienced outdoor educators may have particular pedagogical skills, likely honed by the contexts in which they work, that can be of use to mainstream educators trying to expand their pedagogical repertoire, teach outdoors or be more environmentally focused in their practices. The article begins by contextualising the Maple Ridge Environmental School Project, describing the researchers and methods and explaining how the research team came to their insights. A discussion follows of five pedagogical skills identified by the researchers that outdoor and experiential educators may possess which might be offered more clearly to classroom teachers and formal teacher training processes and/or be more clearly enunciated for those involved in formal and informal outdoor and experiential training contexts.  相似文献   

18.
In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students’ science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school’s principal, teachers, and students. Students’ science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers’ and students’ perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction.  相似文献   

19.
This study examined participants’ perceptions of learning, critical elements, and lasting impacts of their wilderness expeditions. Fifty-seven students, who completed a for-credit wilderness canoe expedition between 1993 and 2007 at the Augustana Campus, University of Alberta, participated in the investigation. Perceived learning most commonly related to nature and place appreciation, outdoor skills, group living, and self-awareness. Critical elements for learning were the experiential approach, group living, and nature and place immersion. In terms of lasting impacts of the expedition, perceived learning had changed since the expedition for 88% of students, especially in the areas of self-awareness, group living, and greater appreciation of the experience, due to reflection and the passage of time. Furthermore, the expedition had a lasting impact on students’ personal and professional lives, especially related to life experience, nature appreciation, confidence, and skill development. The findings support the notion that wilderness educational expeditions can provide significant and long-lasting learning (uniquely in the area of nature and place appreciation). Finally, because of the nature of educational expeditions, they lend themselves to the implementation of sound experiential pedagogical practices that promote active, engaged, and relevant learning.  相似文献   

20.
Abstract

A new definition of outdoor education founded upon six major points is presented. Outdoor education: (1) is a method for learning; (2) is experiential; (3) takes place primarily in the outdoors; (4) requires use of all senses and domains; (5) is based upon interdisciplinary curriculum matter; and (6) is a matter of relationships involving people and natural resources. The metaphorical model of a tree describes two approaches to outdoor education. Adventure education relates to interpersonal and intrapersonal relationships. Environmental education concentrates on ecosystemic and ekistic relationships. The author maintains that both approaches, properly integrated, achieve objectives for all four relationships, and, in the process, create a truly functional outdoor education experience.  相似文献   

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