Outdoor experiences and sustainability

Positive outdoor teaching and learning experiences and sound pedagogical approaches undoubtedly have contributed towards an understanding of environmental sustainability but it is not always clear how, and to what extent, education can translate into action. It is argued here, with reference to social learning theory, that role modelling, mentoring and sustainable practice, by outdoor educators and using outdoor experiences can contribute to pro-environmental action by offering an array of possibilities to engender pro-environmental behaviour. Pro-environmental behaviour is situated on the spectrum towards the realisation of a sustainable ‘lifestyle’, which implies a stronger and more committed intent, but might constitute too radical a shift with implied structural change. Using Cooper’s theoretical framework of ‘awareness, empowerment and commitment’ the place of role modelling through long term mentoring in real, lived, outdoor environments that embrace pro-environmental behaviour is illustrated but further empirical research is required to substantiate the evidence base

Formal education in outdoor studies: introduction

Regional cultural perspectives involve outdoor studies in different ways in formal curricula. This section focuses on Western Europe, particularly the UK and Scandinavia, although also has a more international reach in Backman’s consideration of the training of teachers and in place-responsive teaching as described by Mannion and Lynch. ‘Outdoor studies’ is not seen in curricula per se but under various more specialised aspects such as outdoor play, outdoor learning, environmental education, outdoor education, and outdoor and adventurous activities within or outwith the physical education curriculum in schools. In higher education, a range of nomenclature is described, with some programmes including the terms adventure and outdoor studies, sometimes accompanied by ‘leadership’ or ‘management’ and teacher training through physical education focused on adventure, skills and risk

Making sense of the sensory outdoors

Many practitioners introduce young people to sensory activities outdoors to encourage them to make a connection with the environment. This is an inclusive approach to engaging a group of children, which is low cost, utilises little equipment, does not require technical expertise and can take place in a local environment. However, in respect of pedagogy and learning, there are questions about its justification and meaning, and whether or not young people can derive a wider understanding of sensory deprivation and disability. Furthermore, through experiencing nature, do young people actively seek a relationship or connection with it? Educationalists following Montessori approaches promote sensory integration in young children by providing sensorial materials, usually in a ‘prepared’ indoor environment. More recently through such pedagogies, the potential of the outdoors for enabling sensory exploration has been recognised: ‘…the connection between child and nature is of critical importance’ (Noddings, 2017, p.45) and should be more inclusive. i.e. not only for children with sensory challenges

Book review: Children learning outside the classroom: from birth to eleven

The contributing authors to this book focus on the definition of ‘outside’ as the ‘outdoors’ and ‘environments beyond the classroom’. Although this might be considered to be narrower than the U.K.’s Learning Outside the Classroom Manifesto (2006) definition, it is perhaps more useful for international readership. The book draws together theory and practice with an emphasis on engagement with outdoor spaces and the importance of learning beyond the classroom for all children from the Early Years Foundation Stage (EYFS: birth to five years) to the end of Primary education (eleven years). The terminology of the text does relate to the English National Curriculum and it could have been scoped further to include the Welsh and Northern Irish curricula and the Scottish Curriculum for Excellence, especially given the opportunities for outdoor learning therein. International readers will need to note the ages of the children to which the various sections apply to translate and transmute practice. However, although the market is awash with texts about play in early childhood, this text fulfils a useful niche about outdoor learning and thus, should be of considerable interest to readers of JAEOL who are practitioners or researchers in this phase

Principal Lecturer to Principal Fellow: on cloud nine with a few clouds in between

Dr Heather Prince is Associate Professor of Outdoor and Environmental Education/Principal Lecturer at University of Cumbria. In this Higher Education Academy blog post she talks about her journey to becoming a Principal Fellow of the HEA (PFHEA), and the sense of achievement she felt when she was finally awarded PFHEA

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

Outdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). It adds to the evidence base of outdoor learning in the statutory curriculum, illustrating that schools are continuing to use their playgrounds and day visits as locations for practice with a proportionate increase in residential visits in 2017. The expertise in schools had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but as part of the physical education curriculum (‘outdoor and adventurous activities’) although in the Early Years Foundation Stage, practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools. These outcomes should support practitioners and policy makers in promoting more opportunities for learning outdoors within formal curricula

Evidencing atmospheres and narratives: measuring the immeasurable?

Most academic researchers conscious of metrics for the assessment of quality of research such as the Research Excellence Framework (REF) in the UK, will be seeking impact for their work. The evaluation of academic research now extends to relevance and impact beyond the academy (Gunn and Mintrom, 2017). Some may consider evidencing the impact of research into atmospheres and narratives somewhat challenging, particularly for those who adopt a creative, interpretive approach. Thus, if we are to evidence this in our practice and to a wider audience, we should consider whether or not it is measurable, how we would want it to be used and who may read or act upon it. The political systems in the UK, as in many other European countries, are situated in a positivist theoretical framework and capitalist paradigm built on accountability, performativity and measurability, and where scale is objectified. Policy and decision making for funding throughout Europe usually is based on evaluative evidence (E) that places the apparent fluidity and openness of research into atmospheres and narratives at an epistemological margin. Emphasis is placed on an outcome driven educational system (Prince and Exeter, 2016)

Steering a course towards eudaimonia: the effects of sail training on well-being and character

Sail training voyages have been shown to enhance self-constructs and inter-personal and intra-personal skills. It is suggested through this case study approach with twelve 14 year-old crew participants that such an experience contributes towards well-being and character development in emerging adulthood. An audit of voyage-based experiences generated an inventory of 58 authentic activities and participants completed questionnaires immediately post-voyage (T1) and six months later (T2) to rate the significance of each activity. The highest rated activities reflected Maslow’s lower order of needs with a two thirds correspondence at T1 and T2. Helming (or steering the vessel) was ranked as the most significant activity by participants in both time periods, although participants had questioned their ability to do this before the voyage. Helming is suggested to activate cognitive, psychomotor and affective domains in an authentic adventure education experience that contributes to hedonic well-being and may provide a course towards eudaimonia

Formal curricular initiatives and evaluation in the UK

The formal education system in the UK, as in many educational systems, is outcome driven. There is a strong and substantial research base for the impacts of outdoor adventure programmes on young people’s development in the affective and interpersonal domains but less evidence for the cognitive benefits (Rickinson et al., 2004). Many schools would dream about being presented with a simple model in which the introduction of an outdoor curriculum impacts directly on higher pupil achievement, resulting in an upward trending profile in key performance indicators. The reality is that, even if such a relationship could be presented, the intangibility of variables would be such that the cause and effect could not be differentiated securely from factors such as further pedagogical initiatives, step-change, baseline data on student performance, and other intrinsic and extraneous influences