Outdoor education

From Wikipedia, the free encyclopedia

Outdoor education usually refers to organized learning that takes place in the outdoors. Outdoor education programs sometimes involve residential or journey-based experiences in which students participate in a variety of adventurous challenges in the form of outdoor activities such as hiking, climbing, canoeing, ropes courses, and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.

A group of Outward Bound participants with physical disabilities after completing a ropes course, c. 1996.
A group of Outward Bound participants with physical disabilities after completing a ropes course, c. 1996.
An Outward Bound excursion at Lake Superior Provincial Park, Ontario, Canada
An Outward Bound excursion at Lake Superior Provincial Park, Ontario, Canada

Contents

[edit] Scope

[edit] Definitions

Outdoor education can be simply defined as experiential learning in, for, or about the outdoors. The term ‘outdoor education’, however, is used quite broadly to refer to a range of organized activities which take place in a variety of ways in predominantly outdoor environments. Common definitions of outdoor education are difficult to achieve because interpretations vary according to culture, philosophy, and local conditions.

Outdoor education is often mistakenly referred to as synonymous with adventure education, adventure programming, and outdoor learning, outdoor school, adventure therapy, adventure recreation, adventure tourism, expeditionary learning, challenge education, experiential education, and environmental education. Consensus about the meaning of these terms are also difficult to achieve. However, outdoor education often uses or draws upon these related elements and/or informs these areas. The hallmark of outdoor education is its focus on the "outdoor" side of this education; whereas adventure education would focus on the adventure side and environmental education would focus on environmental. For more information, see Outdoor education definitions (Wikibooks).

[edit] Aims

Some typical aims of outdoor education are to:

  • learn how to overcome adversity
  • enhance personal and social development
  • develop a deeper relationship with nature.

Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one program to another. An outdoor education program can, for example, emphasize one (or more) of these aims to:

[edit] History

Field-trip - school children outdoors listening to man, c. 1899, USA
Field-trip - school children outdoors listening to man, c. 1899, USA

Modern outdoor education owes its beginnings to a number of separate initiatives. Organized camping was evident in the late nineteenth century and early twentieth century in Europe, the UK, the USA, Australia, and New Zealand. The Scouting movement, established in 1907 by Robert Baden-Powell, employs non-formal education with an emphasis on practical outdoor activities. The first Outward Bound centre at Aberdovey in Wales was established during the Second World War. The Forest Schools of Denmark are examples of European programs with similar aims and objectives.

A key outdoor education pioneer was Kurt Hahn, a German educator who founded schools such as the Schule Schloss Salem in Germany, Gordonstoun School in Scotland, Atlantic College in Wales, the United World Colleges movement, the Duke of Edinburgh Award scheme (which emphasizes community service, craftsmanship skills, physical skill, and outdoor expeditions), and the Outward Bound movement.

The second half of the twentieth century saw rapid growth of outdoor education in all sectors (state, voluntary, and commercial) with an ever-widening range of client groups and applications. In this period Outward Bound spread to over 40 countries around the world, including the USA in the 1960s. This, in turn, spawned many offshoot programs, including Project Adventure and the National Outdoor Leadership School, and professional associations such as the Wilderness Education Association and Association for Experiential Education. (See also North America in the Around the World section.)

A history of outdoor education in the UK has been documented by Lyn Cook (1999) [1]. and a history of outdoor education in New Zealand has been published in Pip Lynch's 'Camping in the Curriculum' (2007)[2]. Also see History of outdoor education.

[edit] Philosophy and theory

Philosophy and theory about outdoor education tends to emphasise the effect of natural environments on human beings, the educative role of stress and challenge, and experiential learning.

People are at their rawest level when outdoors. Participants can become more aware that they are part of a greater ecosystem and are not as bound by social customs and norms. In essence participants can be true to themselves and more able to see others as people regardless of race, class, religion etc. Outdoor education also helps instill the basic elements of teamwork because participants often need to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally.

The roots of modern outdoor education can be found in the philosophical work of:

Foundational work on the philosophy of outdoor education includes work by:

A wide range of social science and specific outdoor education theories and models have been applied in an effort to better understand outdoor education. Amongst the key theoretical models or concepts are:

[edit] Around the world

Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on the cultural context. Some countries, for example, view outdoor education as synonymous with environmental education, whilst other countries treat outdoor education and environmental education as distinct. Modern forms of outdoor education are most prevalent in UK, USA, Australia, New Zealand, Europe and to some extent Asia and Africa. A map is available of locations of outdoor education organisations, facilities, and people [1]. For more information, see Outdoor education around the world (Wikibooks).

[edit] Research and critical views

There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of the difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes.

A major meta-analysis of 97 empirical outcome studies indicated a moderately positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills[4]. Interestingly, this study also indicated that there appeared to be ongoing positive effects, unless most educational interventions whose effects tend to fade.

Loynes (1998)[citation needed] has suggested that outdoor education is increasingly an entertainment park consumption experience.

In a controversial paper critiquing the algorithmic paradigm Loynes (2002)[citation needed] has also called for an increase in “creativity, spontaneity and vitality" (p. 124). These dialogues indicate a need for those working in outdoor education to examine assumptions to ensure that their work is educational (Hovelynck & Peeters, 2003)[citation needed].

[edit] Trends

There are several important trends and changing circumstances for outdoor education, including:

[edit] See also

[edit] Wiki sister projects

[edit] Activities

[edit] Associations

[edit] Organizations

[edit] People

  • Daniel Garvey - teaches and researches in the area of experiential education
  • Kurt Hahn - German educator responsible for the creation of Outward Bound.
  • Paul Petzoldt - mountaineer, founder of NOLS, and co-founder of Wilderness Education Association

[edit] Topics

[edit] References

  1. ^ Cook L. (1999). The 1944 Education Act and outdoor education: from policy to practice. History of Education, 28(2), 157-172. ISBN 0-473-10583-7
  2. ^ Lynch, P. (?). Camping in the Curriculum: A History of Outdoor Education in New Zealand Schools. PML publications, Lincoln University, Canterbury, New Zealand.
  3. ^ Walsh, V., & Golins, G. L. (1976). The exploration of the Outward Bound process. Denver, CO: Colorado Outward Bound School.
  4. ^ Hattie, J. A., Marsh, H. W., Neill, J. T. & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that have a lasting effect. Review of Educational Research, 67, 43-87.

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