Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education

Lugg, Alison

doi:10.1080/14729670701609456

Cited by 85 publications

(60 citation statements)

References 22 publications

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“…Dewey, 1966). In a similar way, Johnston (2009) studies transformative learning and makes connections between outdoor learning possibilities and the concept of ESD, and Lugg (2007) argues that the formation of sustainability-literate citizens can take place through a holistic outdoor approach. Our study supports the need of taking a holistic, inter-related, and student-participatory approach when teaching for sustainability and developing a sustainable education.…”

Section: Final Conclusionmentioning

confidence: 99%

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Manni

Ottander

Sporre

et al. 2013

NorDiNa

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This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students' cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students' learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students' diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

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Section: Final Conclusionmentioning

confidence: 99%

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Manni

Ottander

Sporre

et al. 2013

NorDiNa

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show abstract

“…As Lugg (2007) identifies, discourse concerning the capacity for outdoor experiences to inform environmental awareness and action has lacked a 'learning process' perspective, instead attempting to 'prove' that various forms of experience, in what are deemed to be natural environments, can result in measurable or observable outcomes. Sandell and Öhman (2013) suggest that this notion of a simple relationship between experiences in nature and environmental concern is problematic for two reasons.…”

Section: Introductionmentioning

confidence: 99%

Becoming animate in education: immanent materiality and outdoor learning for sustainability

Clarke¹,

Mcphie

2014

Journal of Adventure Education and Outdoor Learning

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. Becoming animate in education: immanent materiality and outdoor learning for sustainabilityDavid A. G. Clarke & Jamie Mcphie AbstractOutdoor environmental education has long postulated a link between experiences outdoors in 'natural' environments and environmental concern. This paper suggests a straightforward relationship is problematic due to its implicit assumption of a nature/ culture divide. Critical outdoor education has sought to overcome this dualism by describing a relational understanding of the world emphasizing ecological systems and highlighting humanity's 'connection' to the environment. This relational approach aims to tackle the 'crisis of perception', argued to be the root cause of anthropogenic planetary degradation. We draw from the philosophical work of Deleuze and Guattari to suggest that relational ontologies, as currently conceived, may reinforce a static conception of the world by emphasizing 'points of being' (subject and object). Deleuze and Guattari proffer immanent materiality, where points of being are dispelled by movement and 'becoming'. We then describe 'animism' as a mode of living where the world is understood to be immanent and constantly becoming. The consequences of animism are explored with regards to conceptions of 'nature', 'place' and 'outdoor' learning for sustainability. Creative practices to tackle the 'crisis of perception' are suggested as approaches that circumvent static conceptions of the world implied by points in relations and prevailing conceptions of nature as 'other'.

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“…Of central interest was women's expressions of connectedness with nature and the ways in which this impacted on both their outdoor leisure practice and their environmental actions in everyday life. While interaction in and with nature is commonly cited as being central to understanding humans' relationships with the world (Lugg, 2007), it is less clear what teaching and learning processes actually promote the knowledge, empathy, and connectedness considered (see for example Martin, 2008) to be integral to positive and sustainable human and non-human nature relationships.…”

Section: Developing Nature Connectednessmentioning

confidence: 99%

“…From a pedagogical perspective, Lugg's (2007) emphasis is that "learning from the experience of 'nature' is significantly influenced by the nature of the experience" (p. 105, italics in original). In this regard, attention has been drawn to a number of points including the importance of affective and sensory learning in promoting environmental sensitivity or place connectedness (for example Martin, 2004Martin, , 2007Martin, , 2008Wattchow, 2008); the need for extended periods in outdoor environments (for example Martin, 2005;Rickinson, Dillon, Teamey, Morris, Mee Young, Sanders, & Benefield, 2004) and/or repeated time in a specific place (Hill, 2010b;Martin, 2004).…”

Section: Outdoor Education In Aotearoa -New Zealandmentioning

confidence: 99%

Learning from leisure: Developing nature connectedness in outdoor education

Cosgriff

2011

Asia-Pacific Journal of Health, Sport and Physical Education

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Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education

Cited by 85 publications

References 22 publications

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Becoming animate in education: immanent materiality and outdoor learning for sustainability

Learning from leisure: Developing nature connectedness in outdoor education

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