Adventure in a Bun

Loynes, Christopher

doi:10.1177/105382599802100108

Cited by 77 publications

(51 citation statements)

References 1 publication

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“…Conversely andreflecting the personalised nature of adventure, climbing walls, pisted ski runs and artificial white water courses are sufficiently dynamic to be adventurous for some. This raises notions of the commodification of adventure discussed by Loynes, (1996) and the selling of safe adventure, which has contributed to the confusion over the part risk plays. Identifying the level of adventure for each individual represents a significant challenge for the ASC a factor compounded by the cognitive load on the ASC (Collins & Collins, 2013;Brown, 2000) who is making judgements on security and safety that the participants is unable to make.…”

Section: Adventure Sportsmentioning

confidence: 99%

Professional judgement and decision-making in adventure sports coaching: the role of interaction

Collins

2015

Journal of Sports Sciences

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Section: Adventure Sportsmentioning

confidence: 99%

Professional judgement and decision-making in adventure sports coaching: the role of interaction

Collins

2015

Journal of Sports Sciences

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“…The impacts of the efficiencies and consumerism of the free market on outdoor education were first highlighted by Chris Loynes (1998). He employed the concept of McDonaldization (Ritzer 1993) to explore the changes evident in outdoor education provision and as a result expressed concern that market-place values (the efficiency, calculability, predictability and control of McDonaldization) were detrimentally influencing the provision of outdoor education experiences.…”

Section: Centralising Governancementioning

confidence: 99%

A critique of “Forest School” or something lost in translation

Leather

2018

Journal of Outdoor and Environmental Education

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This is a critique of an approach to outdoor education experienced in the UK as Forest School. Forest School came to the UK primarily from Scandinavia, where early years education conducted in the outdoors is a widely accepted practice. In its move to the UK, however, three major issues have arisen. The first concerns how Forest School as a form of outdoor education is culturally, socially and historically situated. This suggests that its adoption in the UK must navigate cultural differences, acknowledging that Forest School is a social construction. Secondly, the pedagogy of Forest School, relevant as it is to early years education, is undertheorised in the outdoor education literature. This especially relates to considerations of play as a central tenet of Forest School pedagogy. Thirdly, the expansion of Forest School in the UK has taken a particularly corporate turn, resulting in a rapid institutionalization and commodification of Forest School practices. The need to situate claims made for and about Forest School in well designed and conducted research is crucial to substantiating what can degenerate into market based promotion. Finally, some of the very positive contributions Forest School is making to the development of contemporary practices of outdoor and environmental education are introduced. This critique is written in the spirit of engaging in robust discussion and debate around Forest School in order to see the difficulties addressed and the positive contributions continue.

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“…I have discussed elsewhere (Loynes, 1998) the possible consequences of outdoor experiential learning becoming a standardised product. In this paper I would like to extend the critique further.…”

Section: A Marketable Commoditymentioning

confidence: 99%

“…I have argued elsewhere (Loynes, 1998) that the hierarchical, scientific, technological and mass production elements of this paradigm are unsuited to an experiential education practice. Ringer (1999) coined the term "algorithmic" in a paper introducing psycho-dynamic approaches to group work to experiential education practitioners.…”

Section: Problems With the Algorithmic Paradigmmentioning

confidence: 99%

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The generative paradigm

Loynes¹

2002

Journal of Adventure Education and Outdoor Learning

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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"

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Adventure in a Bun

Cited by 77 publications

References 1 publication

Professional judgement and decision-making in adventure sports coaching: the role of interaction

Professional judgement and decision-making in adventure sports coaching: the role of interaction

A critique of “Forest School” or something lost in translation

The generative paradigm

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