In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure ...
Author: John Quay
Publisher: Springer Science & Business Media
In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself. Whether we knew it or not, all of us interested in the field of education have been waiting for this book. John Dewey and Education Outdoors is the tool we need to help understand and explain experiential education in general and outdoor education in particular. This is an expertly researched and written account of how and why outdoor education has developed, and been such a vital feature in exemplary educational practices. Because of this work I will no longer have to stumble through some inadequate explanation of the history and philosophy of outdoor education, I can now simply point to this book and suggest that everyone read it. —Dr. Dan Garvey, President Emeritus, Prescott College, Former President and Executive Director, Association for Experiential Education. John Dewey and Education Outdoors is a well-researched book that explores the tenets of Dewey within the contexts of progressive reforms in education. The authors provide detailed explanations of Dewey’s thoughts on education while exploring the historical intersections with outdoor education, camping, and environmental education. While situated within a historical perspective, this book provides insights relevant for today’s discussions on new educational reform possibilities, learning focused on the whole child that includes out-of-school time experiences such as camp, and the development of 21st century skills needed to navigate our global society. —Dr. Deb Bialeschki, Director of Research, American Camp Association.
Using the philosophies of Heidegger and Dewey, John Quay explores life in schools and juxtaposes the environment of a school camp with that of an academic classroom.
Author: John Quay
Attending school is an experience that most people share but this leads us to accept rather than question the experience. Using the philosophies of Heidegger and Dewey, John Quay explores life in schools and juxtaposes the environment of a school camp with that of an academic classroom.
Pring, R. (2007) John Dewey: Continuum Library of Educational Thought,
London: Continuum. Quay, J. and Seaman, J. (2013). John Dewey and Education Outdoors: Making Sense of the 'Educational Situation' through More
Than a Century ...
Author: Tony Jeffs
This book seeks to bring together the two disciplines of informal and outdoor education, and challenges readers to think differently about outdoor and adventure education. It develops core ideas and thinking about informal education within outdoor settings, and explores how its principles and practice can enhance outdoor education. A wide range of contributors look in detail at the concept of change in the outdoors, whilst also considering the ways in which this expanding field might exploit opportunities offered to young people and adults to engage in reflective informal education. It encourages outdoor educators to experience their immediate surroundings in new and innovative ways and grasp the challenge of promoting a sustainable lifestyle. Offering a fresh perspective on shifting the outdoor education agenda from that of skills acquisition and ‘narrow learning’ to the social and political, as well as aesthetic and philosophical opportunities embodied within the outdoor experience, this book will be valuable reading for those studying or working in the field of outdoor education.
Dewey, J. (1934). Art as Experience. New York: Capricorn Books. Dewey, J. (
1938). Experience and Education. New York: Collier Books Dewey, J. (1981).
Experience and nature: A re-introduction. In J. Ratner (Ed.) John Dewey, the
Author: Barbara Humberstone
Category: Sports & Recreation
The ‘outdoors’ is a physical and ideological space in which people engage with their environment, but it is also an important vehicle for learning and for leisure. The Routledge Handbook of Outdoor Studies is the first book to attempt to define and survey the multi-disciplinary set of approaches that constitute the broad field of outdoor studies, including outdoor recreation, outdoor education, adventure education, environmental studies, physical culture studies and leisure studies. It reflects upon the often haphazard development of outdoor studies as a discipline, critically assesses current knowledge in outdoor studies, and identifies further opportunities for future research in this area. With a broader sweep than any other book yet published on the topic, this handbook traces the philosophical and conceptual contours of the discipline, as well as exploring key contemporary topics and debates, and identifying important issues in education and professional practice. It examines the cultural, social and political contexts in which people experience the outdoors, including perspectives on outdoor studies from a wide range of countries, providing the perfect foundation for any student, researcher, educator or outdoors practitioner looking to deepen their professional knowledge of the outdoors and our engagement with the world around us.
Many of these aims can only be achieved via the type of experiential learning that
has been highly developed in outdoor education, as pointed out by John Dewey (
1938) nearly a century ago. The experiential learning involved in outdoor ...
Author: Margaret Robertson
The space is outdoors. The experience is personal and the journey can be solitary or take place in groups. Informal or formal the places visited are sites of learning. Locked in memory our experiences in the outdoors are a constant source of wonderment and food to replenish our sense of wellbeing. Our experiences in the outdoors can endure in the abstract as ideas for developing a sense of a well lived life. They can also draw us back to places and reenergise the body. Physical and emotional wellbeing collides in the unexpected events that flourish in the outdoors. Our readiness for enjoyment and personal development are subjective states which this book challenges. Traversing the landscape of the outdoors the collection of chapters contained range from the theoretical to the practical including strategies for teaching and learning that are transdisciplinary. With ideas for practitioners as well as thoughtful reading for readers of diverse ages and interests this book includes contributions from Australia, New Zealand, Hong Kong, United Kingdom and Canada.
Written for instructors who want their classroom experience to be as involving as the field, Teaching Adventure Education Theory offers activities instructors can use to help students make the connections between theory and practice.
Author: Bob Stremba
Publisher: Human Kinetics
Written for instructors who want their classroom experience to be as involving as the field, "Teaching Adventure Education Theory" offers activities instructors can use to help students make the connections between theory and practice. Top educators provide lesson plans that cover adventure theory, philosophy, history, and conceptual models.
Outdoor education is defined as education about the relationships within the
natural environment and between the ... John Dewey ( 1938 ) , a great educator
and educational reformist , was one of the first to stress the importance of
Author: Mark Wagstaff
Publisher: Human Kinetics
Technical Skills for Adventure Programming will guide you in becoming an effective adventure educator teaching beginning-level outdoor adventure skills. This book allows you to tap into the knowledge and expertise of skilled instructors who present a lesson plan progression for mastering 12 popular outdoor adventure activities.
This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for ...
Author: Thomas E. Smith
Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: Philosophers and Educational Theorists Nature Educators and Outdoor Educators Psychologists and Sociologists School and Program Founders. Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.
In John Dewey's ( 1859-1952 ) philosophical thinking , experience forms a
central , productive , and integrative factor . According to Dewey ( 1950 , pp . 92-
93 ; 1951 , p . 113 ) , experience is a tool and the goal of education . Education
Amer Iron & Steel* 8.95 Prentice-Hall C O Filmstrip Book Book Book Book Book
Integrating Conservation and Outdoor ... An John Dewey as Educator: His Design
for Work in Education Language and Concepts in Education Locke: Some ...
Author: National Consortium of Environmental EduPublish On: 1994
Its sole specification is the place for environmental movement differed from
earlearning - outside the school building . ... Led John Dewey by John Dewey , it
advocated a child - centered and holistic approach to learning , making education ...
Author: National Consortium of Environmental Edu
Publisher: Kendall Hunt Publishing Company
One of a series of environmental education (EE) units intended for use by teacher educators "who plan EE teacher workshops or explain and promote EE programs." The unit includes a definition of EE, its value, EE's historical antecedents, plus reproducible masters of 10 suggested workshop activities involving group discussion and problem solving.
John Dewey , who is responsible for many of the theories underlying modern education , has long advocated learning through actual experience . Writing at a
time when there was little scientific evidence to bolster his views , Dewey
John Dewey ( 1938 ) was one of the first educators who wrote and practiced
experiential learning . “ Dewey's learning sequence included both theory and
experience ” ( Wurdinger & Priest , 1999 , p . 187 ) . Characteristics of experiential
Once the school education is finished , the momentum for growth will continue ' (
cited in Hogan , 1991 : 56 ) . A great American educator , John Dewey , believed
that learning is thinking about experience ' . Outdoor programs like Outward ...
Author: Susan Reddrop
Category: Juvenile delinquents
Dispels the myth that all outdoor programmes for young offenders must conform to the wilderness trek style. Designed to provoke thought and inspire informed action for those interested in designing an outdoor programme for young offenders. Offers recommendations for designing and conducting outdoor programmes.
The use of the schoolyard as an outdoor learning laboratory “would be the logical
extension of John Dewey's call for an 'experience' curriculum in education” (
Harvey, 1990). Research on the benefits of schoolyard habitats for learning
... William James to John Dewey to the contemporary observers of the educational scene , we sense that neither thinking or ... of education , then a
portion of the experience in the curricular offering should be undertaken in the
natural outdoor ...
Borrowing some ideas from American philosopher , psychologist , and educator John Dewey ' s progressive education , Bailey wrote : when Columbia was noted
for its progressiveness . According to Vinal ( 1974 : 45 - 47 ) , Sharp spent ...
... Like most outdoor education programmes , those at Edinburgh are
underpinned by a strong belief in the value of experiential learning in the outdoors . This philosophy is based on the educational theories of John Dewey
and Patrick Geddes ...
Historical research revealed the following information : John Locke provided the
impetus for encouraging the use of outdoor education ; Jean - Jacques
Rousseau advanced Locke ' s pedagogy ; and , John Dewey exemplifies
Outdoor education drew upon these historical currents for much of its rationale as
well as for many of its specific practices . At about the same time public schools
were undergoing a most radical change , John Dewey , William H . Kilpatrick and