No abstract

A number of commentators have identified and critiqued an approach to outdoor experiential learning as, variously, Priestian , American and algorithmic. These comments raise the questions of what are the characteristics of this algorithmic paradigm of outdoor experiential learning and what are thought to be the problems with it? This paper will address these questions and describe what the author believes to be a new, emerging practice defined by these critiques that he has called the Generative Paradigm after Robin Hodgkin. This paradigm is described and placed in the western and global cultural and educational debates responding to issues of sustainability and human purpose." Outdoor, Experiential, Learning, Pedagogy"

Jou r n al of G e o g r a p hy in Hi g h e r E d u c a tio n, 4 1 (4). p p. 5 3 2-5 4 8. Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 2 9 7 2/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Background: Outdoor Experiential Education (OEE) in the UK is steeped in tradition. It can be argued that established practices are limiting the ability of outdoor professionals to respond to the global challenges of the modern world through locally relevant ways. Internationally, Higher Education (HE) is also currently subject to considerable challenges and its continued relevance can be gauged through its ability to become meaningful in a rapidly changing and pluralistic world. If the intention is to prepare educators for the future, OEE within HE could benefit from finding new ways. Purpose: We examine the impact of our pedagogical approach to working with international students, developing professional practice informed by one place, set within the context of the needs of the world and framed by the question "what kind of outdoor educator do you want to become?" Methodology/approach: The authors utilize Dewey's concept of occupations as an organizing principle for the curriculum. Four excursions involving 86 students were facilitated. Findings/conclusions: The norms of traditional OEE practices were predominantly overcome and innovative ways of co-creating knowledge emerged. Implications: If outdoor educators develop their own occupation in the context of wider needs, they can become place-responsive as well as continuously open to change.

Loy n e s, C h ri s t o p h e r (2 0 0 7) S o ci al r efo r m , m ilit a ri s m a n d o t h e r hi s t o ric al influ e n c e s o n t h e p r a c tic e of o u t d o o r e d u c a tio n in yo u t h w o r k. In: B e c k er, P e t er, Br a u n , Ka rl-H ei nz a n d S c hi r p, Joc h e m , (e d s .) Ab e n t e u er, e rl e b ni s s e u n d di e p ä d a g o gik: k ul t u r k ri ti s c h e u n d m o d e r ni si e r u n g s t h e o r e ti s c h e blick e a uf di e e rl e b ni s p ä d a g o gik. BSJ-Ja h r b u c h. Bu d ri c h-Verl a g, Lev e r k u s e n , G e r m a ny, p p. 1 1 5-1 3 3. Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 7 8 0/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .