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Implementation of Outdoor Education Programs: Sustaining Wellbeing through Health, Outdoor and Physical Education (HOPE): Pedagogy in education.

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Presentation on theme: "Implementation of Outdoor Education Programs: Sustaining Wellbeing through Health, Outdoor and Physical Education (HOPE): Pedagogy in education."— Presentation transcript:

1 Implementation of Outdoor Education Programs: Sustaining Wellbeing through Health, Outdoor and Physical Education (HOPE): Pedagogy in education

2 Revisiting definitions Challenging our understanding of the purpose of education

3 What experiences have you had that have shaped your life?

4 Outdoor education is..."the use of experiences in the outdoors for the education and development of the whole person" nary_learning.html

5 Outdoor education 'in', 'about', and 'for' the out-of-doors.

6 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."

7 Outdoor education is..."an international, experiential education phenomenon which engages people in adventurous activities for enhancement of the well- being of individuals, communities, and the environment"

8 THE BASIC CONCEPTS OF NEO- EDUCATION PEDAGOGY Basic to an understanding of the factors and resultant interrelationships that have influenced the growth and development of current education is an understanding of the underlying concepts which relate to the role and the objectives of an educational practice. CONCEPT ONE: teaching and learning includes the use of the out-of- doors for the study of all areas of the curriculum when the subject matter can best be learned out-of-doors; CONCEPT TWO: teaching and learning encourages the use of the environment outside the classroom and includes lived excursions to places of learning over short or longer periods of time; CONCEPT THREE: teaching and learning is not peculiar to a separate discipline or distinguished as a separate area of study; CONCEPT FOUR: teaching and learning reinforces textbook learning and provides direct rather than vicarious experiences for students on the basis that the efficiency of education is increased in direct proportion to that direct experience;

9 CONCEPT FIVE: teaching and learning becomes a mutual process and experience for both students and teachers; CONCEPT SIX: teaching and learning cannot be divorced from life; it cannot be fragmented. Teaching and learning is a whole process which occurs on a continual basis; CONCEPT SEVEN: teaching and learning enhances the goals of conservation by enabling students to develop a reverence for life through an ecological exploration of the interdependence of living things and assists them in developing a land ethic which illustrates a persons temporary stewardship of the land; and, CONCEPT EIGHT: teaching and learning focussing on attitudes, appreciation, understanding, and expression of techniques and bodies of factual knowledge.

10 Outdoor Education is an educational methodological process or pedagogy: 1. that is interdisciplinary in scope; 2. that is experiential in nature; 3. that takes advantage of unique learning environments; 4. that involves all senses; and, 5. that is spiritual in outcome.

11 Meaning: Interdisciplinarity occurs when disciplines intermesh and collaborate among themselves. The notion provides students with an opportunity to create and pursue interdependent, innovative teaching which does not fit into traditional disciplinary categories.

12 "experiential education is a process through which a learner constructs knowledge, skill and value from direct experience."


14 we must experience our learning by using our complex sensory systems. Our species has an innate need to see, touch, taste, feel, and hear the features of any new object in order to understand it better," (Wesson, 2002).Wesson, 2002

15 Spiritual wellness does not just happen. It requires time and attention. Unless it is nourished and exercised regularly, it will not be there to support us when we need it to counteract cynicism and despair. How do we go about getting in touch with our core and developing into spiritually healthy beings? A first step is to create an atmosphere that invites spiritual development. Time must be set aside to be quiet – for solitude, reflection, and meditation.

16 TENSION Current Reality Vision

17 TENSION Current Reality Vision Current Reality Vision Emotional Creative

18 Reading and Debate Reflecting on Educational Programming Developing a learning strategy Walker (2006)

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