| Description |
1 online resource |
| Contents |
Routledge International Handbook of Outdoor Studies -- Title -- Copyright -- Contents -- List of Figures -- List of Tables -- Foreword -- Notes on Contributors -- Acknowledgements -- Introduction -- Part 1 Constructs and Theoretical Concepts -- Introduction -- 1 Foundation Myths and the Roots of Adventure Education in the Anglosphere -- Militarism in Contemporary Outdoor Programmes -- Playing on Anxieties in the Community -- Final Comments -- References -- 2 From 'Erlebnis' to Adventure: A View on the German Erlebnispädagogik -- I -- II -- III -- IV -- V -- VI -- VII -- Notes -- Acknowledgement -- References -- 3 Environmental Concerns and Outdoor Studies: Nature as Fosterer -- The Evolvement of the Current Distanced Relation to Nature -- Outdoor Studies using Nature as Fosterer -- The Role of Outdoor Studies within Three Traditions of Environmental Education -- Six Potentials of Outdoor Education as an Environmental Pedagogue -- References -- 4 Outdoor Studies and a Sound Philosophy of Experience -- Experience and Outdoor Studies -- Why 'Experience'? -- Reflective Experience -- Aesthetic Experience -- Being, doing and Knowing -- Experiential Learning and Experiential Education -- Conclusion -- Acknowledgement -- Notes -- References -- 5 Healing the Split Head of Outdoor Recreation and Outdoor Education: Revisiting Indigenous Knowledge from Multiple Perspectives -- The Colonial Haunting of Western Outdoor Recreation and Outdoor Education -- Indigenous Knowledge -- Healing the Split Head: What Next? -- Summary -- References -- 6 Health and Wellbeing Benefits of Activities in the Outdoors -- Socio-Ecological Health and Wellbeing -- Individual Context for Health and Wellbeing -- Social Context: Relationships -- Community and Natural Environment Context -- Nature and the Numinous -- The Right dose: How much is Enough? -- References |
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7 Shifting Perspectives on Research in the Outdoors -- Classroom Interaction -- Ina Stan -- Wayfaring -- Alan Hockley -- Climbing Families -- Emily Coates -- Discussion and Conclusion -- References -- Part 2 Formal Education in Outdoor Studies -- Introduction -- 8 The Primacy of Place in Education in Outdoor Settings -- The Reappearance of Place in Outdoor Education -- Theoretical Orientations to Place in Outdoor Education -- Place-Responsiveness and Outdoor Educational Provisions -- Planning with Place: A Typology -- A Manifesto for Place-Responsive Teaching -- Conclusion -- References -- 9 Scandinavian Early Childhood Education: Spending time in the Outdoors -- Background -- Early Childhood Education and Care (ECEC) Policies in Scandinavia -- Outdoor Play -- Outdoor Pre-Schools -- Research on Outdoor Play and Learning in Norwegian ECEC -- Children's Wellbeing and Participation Outdoors in ECEC -- Summary -- References -- 10 Supporting Early Learning Outdoors in the UK: Culture Clash and Concord -- An Ecological Framework -- Performativity Pressures -- Risk and the Outdoors -- Five Cultural Clips -- Cultural Aspects of Practice -- Changing Cultures -- Defining Future Directions for Outdoor Learning Research and Practice in the Early Years -- References -- 11 Curricular Outdoor Learning in Scotland: From Practice to Policy -- The Scottish Context -- Towards a Definition -- Policy Developments and Coherence -- Future Directions: Current Provision and Quality Assurance -- Notes -- References -- 12 Teaching Trainee Teachers about Outdoor Education -- The Early Works -- The Position of Outdoor Education in Educational Settings -- The Impact of Teacher Education -- Themes in Outdoor Education within (Physical Education) Teacher Education -- Conclusions and Educational Challenges -- References -- 13 Pedagogic Practice in Higher Education in the UK |
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Changes in Outdoor Education Pedagogic Practice Indoors -- Outdoor Education Fieldwork and Expeditions -- Teaching Practical Skills in Outdoor Education -- Conclusion -- Notes -- References -- 14 Formal Curricular Initiatives and Evaluation in the UK -- The Range of Provision for Outdoor Learning in the Formal Curriculum -- Cognitive Benefits of Outdoor Curricula -- Monitoring and Reporting on Outcomes -- Legislation and Accreditation -- Adventure Learning Schools -- Towards a Wider Interpretation of the Positive Effects of Outdoor Curricula -- Conclusions -- Notes -- References -- Part 3 Non-Formal Education and Training in/for/about Outdoor Studies -- Introduction -- 15 Careers in the Outdoors -- Careers and the Outdoor Industry -- The Boundaryless Career and the Outdoor Industry -- Knowing Why: Personal Goals and Motives in Outdoor Careers -- Knowing How: Competencies and Marketability -- Knowing Whom: Reputation -- Theoretical Developments and Further Thoughts -- References -- 16 Beyond Training for Tolerance in Outdoor Experiential Education: More than just Leadership -- Background -- Social Justice in Formal Educational Settings -- Social Justice in Non-Formal Educational Settings -- Beyond Training for Diversity and Inclusion -- Cultural Competency -- Social Justice Competency in Non-Formal Educational Settings -- References -- 17 Professional Accreditation in the UK Outdoor Sector -- What is a Profession? -- Factors Influencing the UK Outdoor Sector -- Reflective Practice in an Outdoor Context -- Developing Professional Accreditation for the UK Outdoor Sector -- The Future of Professionalism and Accreditation -- References -- 18 Certification in Outdoor Programmes -- Certification Programmes -- A Historical Look at Certification in the USA -- The Pros and Cons of Certification in the USA |
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Recent Developments in Adventure Education and Adventure Tourism -- Future Directions -- References -- 19 Ethical Considerations in Outdoor Studies Research -- An Overview of Ethical Considerations -- Informed Consent -- Purpose -- Risk of Harm -- Anonymity and Confidentiality -- Ethics Panels and Committees -- Alternative Approaches to Ethical Considerations -- Aspirational Ethics -- Summary -- References -- 20 Adventure Education: Crucible, Catalyst and Inexact -- Defining Adventure Education -- Qualities of the Adventure Education Experience -- Outcomes of Adventure Education -- Contemporary Practice -- Research in Adventure Education -- Conclusions -- References -- 21 Challenge Course Programming: On the rise or in Compromise? -- Background -- The Purpose of Challenge Course Experiences -- A Dichotomy Unfolds -- State of the Profession -- Advent of Recognised Standards -- Research and Development -- Conclusion -- References -- 22 The Camp Experience: Learning through the Outdoors -- Background -- Research on the Camp Experience -- Education, Learning and Outdoor Studies -- The Future -- References -- 23 Sail Training -- The Origins of Sail Training -- Research and Theory -- Future Directions for Research -- Note -- References -- 24 Forest School in the United Kingdom -- Into the 21st Century -- The 20th Century -- The Effects of the 19th Century -- Influences from the 17th Century -- Viking Influences -- Links from an Agrarian Past -- Tribal Places -- New Biology, old Brains -- Evolutionary Adaptations -- Conclusion -- References -- 25 Developing Therapeutic Outdoor Practice: Adventure Therapy -- Psychological Therapies: An Overview -- Definitions and Principles of Adventure Therapy -- Theoretical Perspectives to Therapeutic Practice -- Developing Outdoor and Adventure Therapy Practices -- Conclusion -- References |
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26 Reviewing and Reflection: Connecting People to Experiences -- Terminology -- Why Review and Reflect? -- Books about Reviewing and Reflection -- Models: Their uses and Limitations -- Using Questions to Facilitate Reflection -- Other ways of Facilitating Reflection -- Reviewing Outdoor Experiences -- References -- Part 4 International Voices and Cultural Interpretations -- Introduction -- 27 The Inclusion of Outdoor Education in the Formal School Curriculum: Singapore's Journey -- Situating Outdoor Education in the Singaporean PE Curriculum -- Curricular Deliberations as a Curriculum Development Process -- Qualitative Findings -- Quantitative Findings -- Future Curriculum Research and Deliberations -- Note -- References -- Funding Acknowledgement -- 28 Friluftsliv: Nature-Friendly Adventures for All -- A Culture of Closeness to Nature? -- The Dual Nature of Friluftsliv Education: Curiosity and Risk -- Experience as Erfaringer and Dannelse: Becoming Nature Literate -- Experience as Opplevelse: Condensed Moments of Aesthetic Appreciation of Nature -- Bridging Adventurous and Nature-Friendly Outlooks -- Closing Remarks -- References -- Acknowledgements -- 29 Turistika Activities and Games, Dramaturgy, and the Czech Outdoor Experience -- The Turistický Club and Sokol Movement -- Outdoor Sports and Games -- Outdoor Development Since the Second World War -- The Outdoors Since 1989 -- Dramaturgy -- Games and Play -- The Czech Outdoor Experience -- References -- 30 Outdoor Studies in Japan -- Philosophy and History -- Outdoor Practice -- Outdoor Leadership Education -- Outdoor Studies -- New Dimensions of Japanese Outdoor Studies -- Concluding Remarks -- References -- 31 Using Outdoor Adventure to Contribute to Peace: The Case of Kenya -- Pre-Pathways to Peace Project Outdoor Adventure Education in Kenya -- Outdoor Adventure Education for Peace Building |
| Notes |
Vendor-supplied metadata |
| Subject |
Outdoor recreation -- Study and teaching
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Outdoor education.
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Environmental education.
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Leisure -- Study and teaching
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Outdoor recreation -- Study and teaching -- Handbooks, manuals, etc
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Outdoor education -- Handbooks, manuals, etc
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Environmental education -- Handbooks, manuals, etc
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Leisure -- Study and teaching -- Handbooks, manuals, etc
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Outdoor learning laboratories.
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Outdoor learning laboratories
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Environmental education
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Leisure -- Study and teaching
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Outdoor education
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Outdoor recreation -- Study and teaching
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| Genre/Form |
Handbooks and manuals
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| Form |
Electronic book
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| Author |
Prince, Heather
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Henderson, Karla A
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| ISBN |
9781317666516 |
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1317666518 |
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