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'''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 activity|outdoor activities]] such as [[hiking]], [[climbing]], [[canoeing]], [[ropes course]]s, and [[group-dynamic game|group games]]. Outdoor education draws upon the philosophy, theory, and practices of [[experiential education]] and [[environmental education]].


[[Image:CircleOfFriends.jpg|thumbnail|250px|A group of [[Outward Bound]] participants with physical disabilities after completing a [[ropes course]], c. 1996.]]
== October 2008 ==


[[Image:OutwardBoundTrip.jpg|250px|right||thumb|An Outward Bound excursion at [[Lake Superior Provincial Park]], [[Ontario]], [[Canada]]]]
[[Image:Information.png|25px]] Welcome to Wikipedia. The <span class="plainlinks">[http://en.wikipedia.org/wiki/Stephenie+Meyer?diff=244263986 recent edit]</span> you made to [[:Stephenie Meyer]] has been reverted, as it appears to be unconstructive. Use the [[Wikipedia:Sandbox|sandbox]] for testing; if you believe the edit was constructive, ensure that you provide an informative [[Help:Edit summary|edit summary]]. You may also wish to read the [[Wikipedia:Introduction|introduction to editing]]. Thank you. <!-- Template:uw-huggle1 --> <font color="990000">[[User:Darth_Panda|D<small>ARTH</small> P<small>ANDA</small>]]</font><sup><small><b>[[User_talk:Darth_Panda|talk]]</b></small></sup> 00:39, 10 October 2008 (UTC)

==Scope==
===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]], [[environmental education]], and wilderness 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 [[b:Outdoor Education/Definitions|Outdoor education definitions]] (Wikibooks).

===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:
* teach outdoor [[survival skills]]
* improve [[problem solving]] skills
* reduce [[recidivism]]
* enhance [[teamwork]]
* develop [[leadership]] skills
* understand [[natural environment]]s
* promote [[spirituality]]

==History==
[[Image:Field-trip - school children outdoors listening to man.png|thumb|300px|Field-trip - school children outdoors listening to man, c. 1899, USA]]
Modern outdoor education owes its beginnings to a number of separate initiatives. [[Summer camp|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|North America]] in the [[#Around the world|Around the World]] section.)

A history of outdoor education in the UK has been documented by Lyn Cook (1999)
<ref>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</ref>. and a history of outdoor education in New Zealand has been published in Pip Lynch's 'Camping in the Curriculum' (2007)<ref>Lynch, P. (?). ''Camping in the Curriculum: A History of Outdoor Education in New Zealand Schools''. PML publications, Lincoln University, Canterbury, New Zealand.</ref>. Also see [http://wilderdom.com/History.html History of outdoor education].

==Philosophy and theory==
[[Philosophy]] and [[theory]] about outdoor education tends to emphasise the effect of [[natural environment]]s on [[human being]]s, the educative role of [[stress]] and challenge, and [[experiential learning]].

One view is that participants are at their "rawest" level when outdoors because they are "stripped" of many of the conveniences of modern life. 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:
* [[Comenius]]
* [[John Dewey]]
* [[William James]]
* [[Aldo Leopold]]
* [[John Locke]] (particularly evident in the program developed at [[Camp Encounter]])
* [[John Muir]]
* [[Jean-Jacques Rousseau]]
* [[Henry David Thoreau]]
* [[Pestalozzi]]
Foundational work on the philosophy of outdoor education includes work by:
* [[Kurt Hahn]]
* [[Willi Unsoeld]]

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:
* [[Experiential education]] theories
* [[Stages of group development|Group development]] theories
* the [[Outward Bound]] Process Model<ref>Walsh, V., & Golins, G. L. (1976). ''[http://wilderdom.com/theory/OutwardBoundProcessModel.html The exploration of the Outward Bound process]''. Denver, CO: Colorado Outward Bound School.</ref>
* [[Stress (medicine)|Stress]], [[Yerkes-Dodson law|optimal arousal]], [[comfort zone]], and [[flow (psychology)|psychological flow]] theories
* [[Psychoevolutionary theory]] and the [[Biophilia hypothesis]]

==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 [http://www.frappr.com/outdooreducation]. For more information, see [[b:Outdoor Education/Around the world|Outdoor education around the world]] (Wikibooks).

==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<ref>Hattie, J. A., Marsh, H. W., Neill, J. T. & Richards, G. E. (1997). [http://wilderdom.com/abstracts/Hattieetal1997AdventureEducationMetaanalysis.htm Adventure education and Outward Bound: Out-of-class experiences that have a lasting effect]. ''Review of Educational Research'', ''67'', 43-87.</ref>. Interestingly, this study also indicated that there appeared to be ongoing positive effects, unless most educational interventions whose effects tend to fade.

Loynes (1998){{Fact|date=May 2007}} has suggested that outdoor education is increasingly an [[entertainment park]] consumption experience.

In a controversial paper critiquing the algorithmic paradigm Loynes (2002){{Fact|date=May 2007}} 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){{Fact|date=May 2007}}.

==Trends==
There are several important trends and changing circumstances for outdoor education, including:
* [[Climate change]]
* [[Natural environment|Environment]]
* [[Nature deficit disorder]]
* [[Physical fitness]]
* [[Rationalization (sociology)]]
* [[Risk aversion]]
* [[Risk management]]
* [[Standards-based education reform]]

==See also==
===Wiki sister projects===
* [[wikibooks:Outdoor education|Outdoor education]] (wikibooks)
* [[wikiversity:Topic:Outdoor education|Outdoor education]] (wikiversity)

===Activities===
<div style="-moz-column-count:2; column-count:2;">
* [[Abseiling]]
* [[Backpacking (wilderness)|Backpacking]]
* [[Camping]]
* [[Canoeing]]
* [[Geocaching]]
* [[Kayaking]]
* [[Nature study]]
* [[Questing]]
* [[Rafting]]
* [[Rock climbing]]
* [[Ropes course]]
* [[Sail training]]
* [[Snowboarding]]
* [[Wayfinding]]
</div>

===Associations===
<!-- ('''Note''': do not list external links here) -->
* [[American Camp Association]]
* [[Association for Experiential Education]]
* [[Association of Outdoor Recreation and Education]]
* Wilderness Education Association

===Organizations===
<!-- ('''Note''': do not list external links here) -->
* [[The Duke of Edinburgh's Award]] - award for personal achievement, including outdoor activities
* [[National Outdoor Leadership School]]
* [[Nature's Classroom]] - environmental education program in the USA
* [[Outdoor Education Group]] - educational organisation in Australia
* [[Outward Bound]] - international educational organization

===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

===Topics===
<div style="-moz-column-count:2; column-count:2;">
* [[Adventure recreation]]
* [[Adventure therapy]]
* [[Adventure travel]]
* [[Deep ecology]]
* [[Ecopsychology]]
* [[Educational progressivism]]
* [[Environmental psychology]]
* [[Experiential education]]
* [[Experiential learning]]
* [[Green exercise]]
* [[Natural environment]]
* [[Outbound Management Development Programmes]]
* [[Rite of passage]]
* [[Summer camp]]
* [[Wilderness therapy]]
* [[Wood kindergarten]]
</div>

==References==
{{reflist|1}}

== External links ==
<!--===========================================================================-->
<!--| WARNING: WIKIPEDIA IS NOT A COLLECTION OF LINKS |-->
<!--| Links are often best added to the appropriate category at the |-->
<!--| Open Directory Project (www.dmoz.org). |-->
<!--| Inappropriate links added here WILL BE DELETED. |-->
<!--| See [[Wikipedia:External links]] and [[Wikipedia:Spam]] for details |-->
<!--===========================================================================-->

<!-- ('''Note''': do not list individual outdoor education program websites here) -->

{{wikibooks|Outdoor Education}}
{{wikiversity|Outdoor education}}

=== Resources ===
* [http://www.outdoored.com OutdoorEd.com]
* [http://www.wilderdom.com/research.php Outdoor Education Research & Evaluation Center]

=== Associations ===
* [http://aeoe.org Association for Environmental and Outdoor Education]
* [http://www.outdoor-learning.org Institute for Outdoor Learning]
* [http://www.aore.org Association of Outdoor Recreation & Education]

=== Directories ===
* [http://dmoz.org/Recreation/Outdoors/Schools_and_Education Open Directory Project - Recreation/Outdoors/Schools and Education]
* [http://dmoz.org/Science/Environment/Education/Outdoor_Programs Open Directory Project - Science/Environment/Education/Outdoor Programs]

=== Discussion ===
* [http://groups.google.com/group/outdooreducation Outdoor Education] (Google Group)

=== Articles ===
* [http://www.comcenter.com/boec/outdoor_ed_apologetic.html Outdoor education apologetic] - Defends outdoor education as a vital need in public education (Brookhaven Outdoor Education Center)
* [http://education.guardian.co.uk/egweekly/story/0,,1437182,00.html Outdoors is great] - argues for the benefits of the outdoors (The Guardian)
* [http://education.guardian.co.uk/egweekly/story/0,,1259283,00.html Out of bounds] - examines the 'decline' in school trips in the UK (The Guardian)
* [http://www.guardian.co.uk/obituaries/story/0,,1191180,00.html. Obituary of Kenneth Oldham] - about one of the pioneers of outdoor education in the UK, who also wrote the first guide to the [[Pennine Way]] (The Guardian)
* [http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3719 Outdoor education: Aspects of good practice] - Office of Standards in Education, 2004 (UK)
* [http://www.dfes.gov.uk/research/data/uploadfiles/RW44.pdf Research into residential opportunities available for young people through schools] (UK)
* [http://outdoor-learning.org/what_is_outdoor_learning/index.htm What is outdoor learning?] A brief guide to outdoor learning (Institute for Outdoor Learning, UK)
* [http://www.ericdigests.org/1998-2/outdoor.htm Outdoor education and environmental responsibility] - ERIC Clearinghouse on Rural Education and Small Schools.

[[Category:Alternative education]]
[[Category:Experiential learning]]
[[Category:Outdoor education|*]]

[[ja:野外教育]]

Revision as of 18:26, 10 October 2008

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.
An Outward Bound excursion at Lake Superior Provincial Park, Ontario, Canada

Scope

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, environmental education, and wilderness 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).

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:

History

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.

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.

One view is that participants are at their "rawest" level when outdoors because they are "stripped" of many of the conveniences of modern life. 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:

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).

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].

Trends

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

See also

Wiki sister projects

Activities

Associations

Organizations

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

Topics

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.

External links

Wikibooks has a book on the topic of: Outdoor Education
Wikiversity has learning resources about Outdoor education

Resources

Associations

Directories

Discussion

Articles

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