Outdoor Environmental Education in the Contemporary World

Series Editors’ Foreword
References
Acknowledgments
Contents
Contributors
Chapter 1: Introduction
References
Part I: Outdoor Environmental Education in the Contemporary World
Chapter 2: Outdoor Environmental Education: Grounding a Tradition Within Environmental Education
2.1 Introduction
2.2 Outdoor Education and Environmental Education: A Story of Dynamic Fields
2.3 OEE: Linking EE to OE
2.3.1 Contemporary Challenges of EE
2.3.2 Situating OEE in Contemporary Educational Theory
2.4 OEE in the Contemporary World
2.4.1 OEE and Environmental Citizenship
2.4.2 Ongoing Challenges for OEE
References
Chapter 3: Is Policy the Whole Story? International Trends and Perspective in Policy Making and Enactment in Outdoor Environmental Education
3.1 Introduction
3.2 Methodology
3.3 Outdoor Education Policy Worldwide
3.4 Challenges from Theory to Practice: Discrepancies Between Education Policy and Its Implementation in the Field
3.4.1 Discrepancy Between Policy Makers and Implementation in the Field: Obstacles in Implementation
3.4.2 Discrepancies Within the Education Policy: Promoting Achievement by Means of Testing as Opposed to Promoting Outdoor Education
3.4.3 Culture-Based Gap: Outdoor Education Policy Facing the Cultural Characteristics of Target Audiences
3.4.4 Discrepancies in the Source of the Policy: A “Bottom-Up” and “Top-Down” Policy
3.4.4.1 Top-Down
3.4.4.2 Bottom-Up
3.5 Summary and Conclusions
References
Chapter 4: Connectedness to Nature Through Outdoor Environmental Education: Insights from Psychology
4.1 Connectedness to Nature Through Outdoor Environmental Education: Insights from Psychology
4.2 Insights from Psychology
4.2.1 Definitions of Connectedness to Nature
4.2.2 Overview
4.2.3 Situational Contexts that Influence Connectedness
4.2.3.1 Experiences with Nature
First-Hand Contact with Nature
Characteristics of Nature
Childhood Contact with Nature
Applications to OEE: First-Hand Experiences with Nature
Mediated Experiences with Nature
Applications to OEE: Mediated Contact
4.2.3.2 Activities
Activities as Part of Nature Experiences
Applications to OEE: Activities in Nature
Activities Without Nature
Meditation
Reflection
Applications to OEE: Activities Without Nature
4.2.4 Psychological States that Influence Connectedness
4.2.4.1 Mindfulness
Applications to OEE: Mindfulness
4.2.4.2 Psychological States Related to the Self
Negative Impacts of the Self on Connectedness
Positive Influences of the Self on Connectedness
Applications to OEE: The Self
4.2.4.3 Affect and Motivation
Applications to OEE: Affect
4.2.5 Individual Differences that Influence Connectedness
4.2.5.1 Demographics
Age
Gender
Other
Applications to OEE: Demographics
4.2.5.2 Personality
Applications to OEE: Personality
4.2.5.3 Worldviews
Applications to OEE: Worldviews
4.3 Empirical Psychological Research on Environmental Education and Connectedness
4.4 Discussion
4.4.1 Planning
4.4.2 Evaluation
4.5 Conclusion
References
Chapter 5: How Education Can Be Leveraged to Foster Adolescents’ Nature Connection
5.1 Introduction
5.2 Importance and Relevance of Nature Connection for Adolescents
5.2.1 Health
5.2.2 School Performance
5.2.3 Environmental Citizenship
5.3 The Potential Role of Education in Nature Connection
5.4 Thresholds and Levers in Secondary Education
5.4.1 School Policy Level
5.4.2 The Learning Environment
5.4.3 Thresholds and Levers for Adolescents
5.5 Recommendations for Policy and Practice
References
Chapter 6: Outdoor Environmental Education in the Anthropocene: Beyond In/Out
6.1 Introduction: Anthropocene Perspectives on Outdoor Environmental Education
6.2 Two Sides of the Anthropocene Story
6.3 OOE as Supplementary to Mainstream Education
6.4 The Outdoors as a Spaceship
6.5 The Outdoors as a Life-Critical Zone
6.6 Two Levels of Deconstruction
6.6.1 Transhuman OEE
6.6.2 Posthuman OEE
6.7 Trust in a Spaceship or Trust in a Wider Life
6.8 Conclusion
References
Part II: Approaches to Outdoor Environmental Education
Chapter 7: Environmental Interpretation
7.1 Roots of Interpretation
7.2 Tilden’s Principles
7.3 Environmental Interpretation
7.4 Thematic Approach
7.5 Program Development
7.6 Criticism
7.7 Discourse
7.8 Conclusion
References
Chapter 8: Earth Education: Magical Learning Adventures for Living More Lightly
8.1 Introduction
8.2 Programmatic Approach
8.2.1 Magical Learning Adventures
8.2.2 Structure
8.3 Learning Frameworks
8.3.1 Conceptual Learning
8.3.2 Developing Feelings
8.3.3 Personal Actions and Behaviors
8.4 Vignette: A Program in Action
8.5 Research
8.6 Conclusion
References
Chapter 9: Place-Based Education: Dynamic Response to Current Trends
9.1 Introduction
9.2 The Ongoing Evolution of Place-Based Education
9.3 Making a Better World by Learning in Place
9.4 Rebuilding the Connection Between Community and Education
9.5 Investigating the Intersection of Domination and PBE
9.6 How One Teacher Integrates the Three Camps of PBE
9.7 PBE Affordances and Challenges
9.8 Conclusion: A Responsive Model
References
Chapter 10: Forest School – The UK Context: How This Nature-Based Outdoor Education Became a New ‘Term’ in the UK and What Challenges Does it Face in 2022?
10.1 Introduction
10.2 What Is a Forest School
10.3 Evolution of the Term Forest School (in the UK)
10.4 Ethos, Values and Principles of Forest School
10.5 How Effective Has the Forest School Programme Been in Delivering the Above Principles and Realizing the Aspirations I Have Outlined Here?
10.6 Bramblewood Forest School Case Study
10.7 Conclusion
References
Chapter 11: Long Before, Before, Within and Around, After, and Long After the Program: Using Environmental Socialization Strategies to Amplify Programming Effects
11.1 Introduction
11.2 Aversion to Wild Nature
11.3 Significant Life Experiences
11.4 Environmental Socialization—What Is It and Known Components
11.5 Specific Environmental Socialization Strategies
11.6 Vignette: A Week in the Life of a Nature Center Educator Working with an Environmental Socializer Strategic Philosophy
11.7 Challenges
11.8 Conclusion
References
Chapter 12: Wild Pedagogies, Outdoor Education, and the Educational Imagination
12.1 Introduction
12.2 Wild Pedagogies
12.3 Problems in Education
12.3.1 A Call for More Radical Change
12.3.2 The Need for an Expanded Educational Imagination
12.4 Pedagogical Understandings of the Outdoor Educator
12.4.1 Broadening What Counts as Knowledge
12.4.2 The Role of Uncertainty and Risk
12.4.3 Transforming Identity: What it Means to Be Human in a Less Alienated World
12.5 Beyond Logic and Language
12.6 Some Closing Thoughts
References
Chapter 13: Childhoodnature: Applying a Sympoietic Approach to Child-Outdoor-Nature Encounters
13.1 Introduction
13.2 Assembling Theories: Childhoodnature, Anthropocentrism, Sympoiesis
13.3 Enchantment: Storying Childhoodnature
13.3.1 Enchantment as Childhoodnature
13.3.2 Enchantment Is a Gift
13.3.3 Enchantment Is Sensorial
13.4 Childhoodnature as Challenging Pedagogical Re-turnings
13.5 Conclusions
References
Part III: Outdoor Environmental Education Programs as a Worldwide Phenomenon
Chapter 14: Field Ecology: Learning the Nature of Science in Outdoor Environmental Education
14.1 Introduction
14.2 Context
14.3 The Learning Approach Applied
14.4 The Field Ecology Program
14.5 Experience and Evaluation
14.6 Conclusion
References
Chapter 15: The Maple Ridge Environmental School a Case Study: Ten Years as an Outdoor Public Elementary School and What We Think We Know Now
15.1 Opening, a Hopeful Glimpse
15.2 Introduction, the Maple Ridge Environmental School Project
15.3 Transformations: “Why Does it Have to Be So Brutally Slow?”
15.4 Traumas: Building Relationships While Naming the Trouble
15.4.1 Layer 1: Trauma-Informed Practice
15.4.2 Layer 2: School as Traumatizing
15.4.3 Layer 3: Nature as Colonized and We Are the Colonizers
15.5 Teachers: Undoing and Redoing
15.6 Conclusion
References
Chapter 16: Embracing Nature, Meaningful Experiences for Teaching and Learning Endeavors: Lessons from the Northern Gulf of California
16.1 Introduction
16.2 The Northern Gulf of California: The Perfect Setting for Outdoor Education
16.3 The CEDO Intercultural Center for the Study of Deserts and Oceans: An Epicenter for Outdoor Education in the Northern Gulf of California
16.4 Field Science Education
16.4.1 CEDO as a Field Station and Promoter of Field Academic Education
16.4.2 NaturArte by CEDO: Ecotourism Experiences
16.5 Conservation Education
16.5.1 Youth Towards a Sustainable Northern Gulf of California
16.5.2 The Environmental Contest
16.6 Citizen Science for Sustainable Management
16.6.1 Beach Clean Ups: Promoting Collective Action
16.6.2 Citizen Monitoring: Generating Knowledge and Stewardship
16.6.3 Citizen Science
16.7 Lessons Learned in 43 Years
16.8 Conclusions
References
Chapter 17: The Bronte Creek Project: Outdoor Environmental Education in a High School
17.1 Introduction
17.2 Political, Economic, Cultural, and Social Contexts and Conditions
17.3 What Shapes the Program
17.4 Program Description
17.4.1 Integrated Disciplines
17.4.2 Service Learning
17.4.3 Environment
17.4.4 Community
17.4.5 Educational Approaches
17.4.6 Rituals
17.4.7 Reflection
17.4.8 Adventure Wilderness Trips
17.4.9 Flexibility
17.4.10 How to Build a Program
17.5 Experience and Evaluation
17.5.1 The Bronte Creek Project Experience
17.5.1.1 Articles About BCP
17.5.1.2 Testimonials from Former Students
17.5.1.3 Testimonials from Parents
17.5.1.4 Testimonials from Former Staff
17.5.1.5 What Could Have Been Done Differently?
17.6 Conclusions
References
Chapter 18: Walk with the Formosa Macaque
18.1 Introduction to the Promotion of Environmental Education Act in Taiwan
18.2 Background and Content of Taiwan’s Outdoor Education Promotion
18.3 Case Study of Environmental and Outdoor Education in Taiwan
18.3.1 Program Background and Implementation Surroundings
18.3.2 Walk with Formosa Macaque Outdoor Program
18.3.3 Program Evaluation
18.4 Conclusion
Appendix 1: Observation Chart
References
Chapter 19: The GLOBE Pulchra Program: Blurring the Boundaries Between Indoor and Outdoor, Science and Society, and Onsite and Online in the COVID World
19.1 Introduction
19.2 Context
19.3 The Pulchra Program Description
19.4 Experience and Evaluation
19.4.1 The Process of the Pulchra Program Implementation: Dealing with a Lockdown
19.4.2 The Learning Effects of the Pulchra Program: Empowerment and Motivation for a Change
19.5 Conclusion
References
Chapter 20: Conclusion: Emerging Trends in Outdoor Environmental Education in the Post-COVID World
20.1 What Is the Role of OEE in the Contemporary Society?
20.2 Dilemmas and Questions Regarding OEE
20.2.1 OEE Mission in the Context of Formal Education
20.2.2 Human–Nature, Outdoor–Indoor Questions
20.2.3 The Question of Power and Content
20.3 Conclusion: How Should OEE Adapt to the Needs of Our Fragile and Uncertain Times?
Index