Influences on philoshopy

Outdoor practitioners work in a very special and often under used environment and have the ability to make a huge impact reinforcing what is taught in the classroom, e.g. being able to see rivers from source to sea, allowing pupils to observe at first hand and even touch and feel the environment they are studying.  Conrad & Hedin (1981) proposed that “when individuals can manage opportunities to control the direction of their learning, or interpret the meaning and apply knowledge based on their own interests and goals”, this process can lead to a greater retention of learning than traditional classroom methods.  Unfamiliar environments can also have an effect on outcomes experienced by adventure education participants as evidenced by Nadler (1993) and Kimball & Bacon (1993).  This is also reflected by Walsh and Collins (1976) who found that the contrast provided by an unfamiliar environment can enable participants to gather and set new perspectives on familiar environments.

Gardner (1999) refers to naturalistic intelligence which identifies a new intelligence that should be added to his list of multiply intelligences.  Naturalist intelligence suggests we can recognise, categorise and draw upon features of the environment Gardner (1999). Gardner also identified three styles of learner visual, auditory and kinaesthetic.  Recognising that people learn in different ways is very useful to an outdoor facilitator when working with groups that will have different learning preferences.  Further to this he suggests that although children at a young age are ready to master language, most are predisposed to explore the world of nature.  Rush (2003) describes the ability to read nature and its interaction with each and every one of us and the ability of understanding the world as ecological literacy, noting that making sense of our surroundings will impact on our experiences and understanding of the wider world.  Ecological literacy is referred to by Leslie S.Rush as “the ability to read the world around us, to read nature in its interaction with us”.

The latest government recommendations Learning Outside the Classroom Manifesto (2006) now promotes teaching outside the classroom to provide opportunities to experience life, learning and personal development regardless of their circumstance or ability. My feelings on outdoor education would agree with using nature as the classroom and that quality outdoor facilitation is important and should be made available to everyone.  The Outdoors is a strong tool, that when harnessed by an individual or through a facilitator can inspire people to great things. It is able to provide us with a thought process and a subject to reflect on in quieter times.  It can provide us an experience that can stay with us forever.