An educational tool for outdoor education and environmental concern

The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate clai...

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Bibliographic Details
Published in:Journal of adventure education and outdoor learning 2013-01, Vol.13 (1), p.36-55
Main Authors: Sandell, Klas, Öhman, Johan
Format: Article
Language:English
Subjects:
Adventure Education
Attitudes
Attribution Theory
Behavior Change
Conceptual framework
Conservation
Education
Educational Practices
Educational Research
Environment
Environmental Education
Environmental protection
Foreign Countries
Hållbar utveckling
Interdisciplinary Approach
Kulturgeografi
Landscape approaches
Nature experience
Outdoor Education
Pedagogik
Social and Economic Geography
Sustainable development
Sweden
Utomhuspedagogik
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Summary:The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.
ISSN:1472-9679
1754-0402
1754-0402
DOI:10.1080/14729679.2012.675146