The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein's language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bringing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.

Among the problems recurrently agitating European chancelleries and military strategists is that of the status of the Aaland Islands. Located between Sweden and Finland athwart the entrances to the Gulfs of Bothnia and Finland, these islands long have played a role of importance in North European affairs which bids fair to increase in significance in the immediate future. The islands have a direct bearing upon the military and naval strategy of all countries bordering upon the Baltic Sea, and their status must be of concern to all nations having shipping interests in this region. The so-called Aaland Islands Question is now a complex of questions regarding sovereignty and title to the islands, as well as their neutralization and militarization.

The overall aim of this article is to contribute to a critical discussion about aims and goals of outdoor education in schools. The study examines motives for outdoor education in the national curricula in Sweden from the end of 19th century until today. The study relies on a discourse analysis methodology. Aspects of continuity and change connected to the identified motives are also included in the analyses. The results show that a scientific perspective on encounters with nature has dominated during the last hundred years. In recent years, more instrumental motives are expressed in the curricula, while students’ personal experiences and feelings are less focused.