Theories on Outdoor Education
Theories on Outdoor Education Outdoor education is a heavily debated subject with many facets and many opinions about each of those facets. Even the definition of “outdoor education” varies from person to person. In a 1958 edition of the Journal of Physical Education, Recreation & Dance, Donaldson and Donaldson wrote outdoor education is simply “education in, for, and about the outdoors.”
As outdoor education has evolved in the decades since the 1950s, however, so too has its definition. In Adventure education: Some semantics, Lund (2002) says that outdoor education is “an experiential method of learning with the use of all senses. It takes place primarily, but not exclusively, through exposure to the natural environment. In outdoor education, the emphasis for the subject of learning is placed on relationships concerning people and natural resources.” Perhaps James Neill (2003) summed it up best, though: “Outdoor education is a term that means different things to different people, cultures, and organizations. Common themes include an emphasis on direct experience of the outdoors for personal, social, educational, therapeutic and environmental goals.” It would follow then, that if there are so many diverse definitions, there would also be several theories about why humans feel the need to facilitate and participate in outdoor education. James Neill, a Doctor of Philosophy, wrote a thesis entitled Enhancing Life Effectiveness: The Impacts of Outdoor Education Programs, Volume 1 in May of 2008, in which he outlines the five main areas the theories on outdoor education fall into: environmental, experiential, psycho-experiential, psychosocial, and multi-element (p40). Several theories fall within the first category, environmental, such as John Hattie’s Novel Environment, in which the study he and his team conducted in 1997 showed a marked increase of motivation and stimulation in people who participated in adventurous activities in new environments.
As outdoor education has evolved in the decades since the 1950s, however, so too has its definition. In Adventure education: Some semantics, Lund (2002) says that outdoor education is “an experiential method of learning with the use of all senses. It takes place primarily, but not exclusively, through exposure to the natural environment. In outdoor education, the emphasis for the subject of learning is placed on relationships concerning people and natural resources.” Perhaps James Neill (2003) summed it up best, though: “Outdoor education is a term that means different things to different people, cultures, and organizations. Common themes include an emphasis on direct experience of the outdoors for personal, social, educational, therapeutic and environmental goals.” It would follow then, that if there are so many diverse definitions, there would also be several theories about why humans feel the need to facilitate and participate in outdoor education. James Neill, a Doctor of Philosophy, wrote a thesis entitled Enhancing Life Effectiveness: The Impacts of Outdoor Education Programs, Volume 1 in May of 2008, in which he outlines the five main areas the theories on outdoor education fall into: environmental, experiential, psycho-experiential, psychosocial, and multi-element (p40). Several theories fall within the first category, environmental, such as John Hattie’s Novel Environment, in which the study he and his team conducted in 1997 showed a marked increase of motivation and stimulation in people who participated in adventurous activities in new environments.
Bibliography: Donaldson, G., & Donaldson, L. (1958). Outdoor education: A definition. Journal of Physical Education, Recreation & Dance, 29(17), 17 and 63. Gibbons, M. & Hopkins, D. (1980). How Experiential Is Your Experience-Based Program? Journal of Experiential Education Hattie, J., Marsh, H.W., Neill, J.T., & Richards, G.E. (1997). Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference James, Thomas. (1980). Can Mountains Speak for Themselves? Colorado Outward Bound School Lund, Mark. (1994). Adventure education: some semantics. Retrieved 7 May 2012, from http://australie.uco.fr/~cbourles/OPTION/Theorie/Hahn/Adventure%20Education.htm Neill, James. (2003) What is Outdoor Education? Definition (Definitions). Wilderdom.com. 20 Jan 2008 Neill, J. (2008). Enhancing Life Effectiveness: The Impacts of Outdoor Education Programs. Thesis for Doctor of Philosophy at Australian National University Ulrich, R.S., et al. (1990). Stress recovery during exposure to natural and urban environments. Journal of Environmental Psychology Wilson, Edward O. (1984). Biophilia. Harvard University Press: United States, 1 July.