Outdoor learning is not a concrete activity. This is an umbrella term for a plethora of different activities, be it planting in the garden, playing games outside, team development programmes, experiential learning, environmental education, or adventure therapy. This list could easily be continued, but even this is enough to realize that outdoor learning has various forms and, therefore, diverse aims and means of their achievement. Nonetheless, there are still some key factors that help us refer this or that activity to the notion of outdoor learning. And these factors can be deduced from the concept itself. First of all, the activity should be happening outside the classroom (be somehow opposed to indoor activities). Secondly, it should have certain educational goals. Furthermore, it should be based on direct experience and should facilitate active involvement into the educational process, learning by doing being one of the key ideas.
Currently, outdoor education is officially recognized as a means of bringing up children and even introduced into the curriculum of some schools. For example, it is a separate subject in the Gordonstoun School. Outdoor education is an integral part of the curriculum and takes various forms in accordance with the age and experience of the pupils, i.e. year 4 pupils are involved into the activities which facilitate their team development and are less risky, while year 8 students are taking part in wilderness expeditions.
Hi, there! I'm really amazed at the name of the programme. I didn't pay attention before when I was writing the reference letter for you. With all the knowledge and competences in your head, you will never find a proper position in any Russian university or organization. Another thing, as your former teacher I see your best position in a European university as a lecturer and researcher. I hope I will learn a lot from you as you wil never refuse to write more on Outdoor Education here on the site. There can be ways to intergrate Outdoor Studies with English Studies. What do you think?
Yes, I'm in Norway now. In Oslo. And the course I'm studying here is called "Friluftsliv", which is the Norwegan tradition of Outdoor Education. And I'll be studying Outdoor Education during the whole 2 years (1,5 to be precise) because my program is called "Transcutural European Outdoor Studies".
Take it off your mind - I believe in your 'haha' more than in their assessment criteria. As far as I know, you are now in Norway, right? Where are you exactly? Does your current programme include Ourdoor Studies too? Do you think you will continue learning about Outdoor Education? It's interesting to know whether your new Norwegian teachers have the same or different approach to Outdoor Education. As your teacher, I really feel happy and proud that you have a chance to learn and experience new 'horizons' out there doing 'Outrussia Education':D
I have actually read your post a few times but was pressed for time to leave a comment. Outdoor learning is really a great educational idea, depending on what one wants from learning and for future developement. The most important thing for me as a teacher is that Outdoor Learning is mostly learning to think rationally, objectively, precisely, logically, critically. It is about learning to observe and interpret, to gather data and specify processes, to match theories to facts of nature, to construct and model the real world by experiencing the world around. In this light, outdoor learning is a faster way of teaching scientific concepts and rational reasoning, as well as developing a poetic and imaginative approach to knowledge and skills. Coupled with classroom learning, Outdoor learning is a great integrative tool, a meeting point of various subject areas that co-function and produce more knowledge. BTW, how did your teachers assess your essay? Are they themselves competent at essay writing? I have met all kinds of teachers in different places
