More than relations between self, others and nature: outdoor education and aesthetic experience

Quay, John

doi:10.1080/14729679.2012.746846

Cited by 44 publications

(27 citation statements)

References 27 publications

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“…According to Quay (2013a) and Wickman (2006), it is difficult to estimate the impact of immediate emotional experiences on students' meaning-making processes. From the examples presented in this case study the emotional experiences were important for students' progression through the processes of meaning-making as they became complicating events (turning points) in a transformative process.…”

Section: Discussionmentioning

confidence: 99%

Emotions and values – a case study of meaning-making in ESE

Manni

Sporre

Ottander

2016

Environmental Education Research

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a department of science and mathematics Education, umeå university, umeå, sweden; b department of applied Educational sciences, umeå university, umeå, sweden ABSTRACTWith an interest in the role of emotions and values in students' meaningmaking in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey's theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum's theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students' group work. The results provide examples of students' meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.

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Section: Discussionmentioning

confidence: 99%

Emotions and values – a case study of meaning-making in ESE

Manni

Sporre

Ottander

2016

Environmental Education Research

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“…These critical approaches can be said to rely on a relational understanding of the world where elements and parts interact in complex ways. Further to this, critical approaches highlighting a phenomenological understanding of the world, where experiences of 'being' and 'dwelling' are prioritized, have attempted to dispel dualisms and understand outdoor experiences in the 'natural' world (Bonnett, 2013;Payne & Wattchow, 2010;Quay, 2013;Wattchow, 2004). In these approaches, 'place' is often highlighted, with some arguing that notions of place should be considered above ecological emplacement in systems (Bonnett, 2012).…”

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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“…is placed within the single objective whole (Quay 2013). A Deleuzian conception, however, tells us the relation is one of affect, an intra-relation, which sweeps away the possibility of points of being, whether object or subject and that, as points disappear:…”

Section: A Philosophy Of Becoming and Learning For Sustainabilitymentioning

confidence: 99%

“…Recently, for instance, pluralistic conceptions of reality and phenomenological practices have been offered (Nicol 2014;Quay 2013) and pre-given notions of space and place contested (Hill and Brown 2014;Nakagawa and Payne 2014). The popularity of approaches to sustainability education which promote ecological literacy or systems thinking demonstrate a move away from an essentialist understanding of the environment in environmental education.…”

mentioning

confidence: 99%

From places to paths:Learning for Sustainability, teacher education and a philosophy of becoming

Clarke¹,

Mcphie

2015

Environmental Education Research

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Abstract:The purpose of this paper is to explore what thinking with a philosophy of 'becoming' might produce in terms of conceptualising Learning for Sustainability (LfS), a recent development in Scottish educational policy. The paper posits that animism and the immanent materiality of a philosophy of becoming have important ramifications for contemporary approaches to sustainability education. 'Becoming' is described and its relationship to prevailing 'systemic' approaches to sustainability education explained. LfS is then described and conceptualised with a philosophy of becoming by examining its implications for Education for Global Citizenship and Outdoor Learning. The concepts of communication as expression; the subject undone (as haecceity); the distinction of 'nature' as 'other'; and the centrality of a storied world are discussed as important elements of LfS becoming. Lastly, teaching materials and interviews with two initial teacher educators help create a rhizomatic assemblage of teacher education practice and LfS as becoming. This assemblage creates lines of flight for considering practice, including making explicit the expressivity of communication in course descriptor/teaching/learning relationships; highlighting the place/becoming assemblages of 'indoor' and 'outdoor' learning environments; and storying the world with learners through haecceity description/experimentation. Learning for Sustainability, Teacher Education, Immanence, Rhizoanalysis, AnimismFrom Places to Paths: Learning for sustainability, teacher education and a philosophy of becoming

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More than relations between self, others and nature: outdoor education and aesthetic experience

Cited by 44 publications

References 27 publications

Emotions and values – a case study of meaning-making in ESE

Emotions and values – a case study of meaning-making in ESE

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

From places to paths:Learning for Sustainability, teacher education and a philosophy of becoming

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