concepts in outdoor education - lect 4 - state of environment

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OEEDU5001 Concepts in Outdoor Education Week four State of the environment

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A look at the state of the environment and how it relates to Outdoor Environmental Education

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Page 1: Concepts in Outdoor Education - Lect 4 - state of environment

OEEDU5001 Concepts in Outdoor Education

Week fourState of the environment

Page 2: Concepts in Outdoor Education - Lect 4 - state of environment

What role education takes is determined by the underlying

educational ideology

An educational ideology = 2 meanings

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1. Worldview

• shapes personal and group identity,

• provides a view of what the world should be like,

• acts as a guide and control on individuals and groups.

Page 4: Concepts in Outdoor Education - Lect 4 - state of environment

2. Hegemonic

• system of beliefs that render power asymmetrically.

• “Promotes the vested interests of the most powerful groups”

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Three broad educational ideologies

• To prepare students for work• A prior determination of contentVocational

• Preparation for life. Personal development• Curriculum based on major disciplines

Liberal progressive

• Active social members to create a fairer and less troubled world

• Knowledge is socially constructed. Reflection and critique are central

Socially critical

Page 6: Concepts in Outdoor Education - Lect 4 - state of environment

Three broad educational ideologies

• End job analysed and delineated• Master/teacher is authorityVocational

• 3 ‘R’s’ to develop practical, social and expressive knowledge

• Progressively yields control, strong knowledge base

Liberal progressive

• More negotiated learning• Teachers as co-ordinator / facilitator

Socially critical

Page 7: Concepts in Outdoor Education - Lect 4 - state of environment

Three broad educational ideologies

• Competency based assessment (CBT)

• Reproduction of social orderVocational

• Middle order knowing (Meritocracy)• Serves conservative interests

Liberal progressive

• High order critical thinking and evaluation. Constructed knowledge

• Critique and emancipation

Socially critical

Page 8: Concepts in Outdoor Education - Lect 4 - state of environment

Academic and VET pathways differ ideologically

Responsive to workplace

Analysis of workplace

Specific pre-determined tasks

Assess what students can do

Vocational Responsive to research & scholarship

Critique of current & future practice

More liberal as the future is uncertain

Assess thinking, embed experience and time

Academic

Page 9: Concepts in Outdoor Education - Lect 4 - state of environment

DistinctionsThe practice of

Outdoor Recreation aims to develop

The practice of

Critical Outdoor Education aims to develop

Opportunities for leisure, enjoyment through:

Understanding of human/nature relationships, seeking:

1. Competence mastery (skill development)

1. Personal ongoing relationship with subjective nature

2. Escape (relaxation) 2. Sense of self as part of ecology of beings (extended web of relationships)

3. Socialisation (increased leisure options) 3. Increased environmental responsibility at home and in the bush

4. Intellectual stimulation 4. Critique of cultural environmental practices (sustainability, land management)

Page 10: Concepts in Outdoor Education - Lect 4 - state of environment

Disconnections?The practice of

Outdoor Recreation aims to develop

The practice of

Critical Outdoor Education aims to develop

Methods Methods

• Instructor or leader • Teacher or facilitator

• Experience as the essence • Experience is a means to moral/ethical issues

• Perceived freedom • Activities are a means to an end

• Activities for own sake

Page 11: Concepts in Outdoor Education - Lect 4 - state of environment

Disconnections?Content central to

Outdoor recreationContent central toCritical Outdoor Education

• Outdoor living and travel skills for competence

• outdoor living and travel skills for safety

• Minimal environmental impact skills/knowledge

• ways of seeing and understanding nature (construction of knowledge)

• Safety knowledge and skills • knowledge and experience of place (eg. Story/history)

• Places are venues for activity

Page 12: Concepts in Outdoor Education - Lect 4 - state of environment

Outdoor Education can be a valuable tool for

considering how we live

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Deliberately constructing alternate worlds

Enabling critical reflectionLooking back…

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The current world and state of environment

=

the anthropocene

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• http://vimeo.com/anthropocene/shortfilm

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Evolved from hunter gatherers

But now miss nature and 19km a day!

Page 18: Concepts in Outdoor Education - Lect 4 - state of environment

Biophilia hypothesis

There is an instinctive bond between human beings and other living systems. (Wilson, 1984)

Page 19: Concepts in Outdoor Education - Lect 4 - state of environment

Biophilia hypothesis

“That human identity and personal fulfilment somehow depend on our relationship with

nature” (Kellert, 1993)

Page 20: Concepts in Outdoor Education - Lect 4 - state of environment

Lost our connection to the land on which we live = fail to understand

our connection to the carrying capacity of the planet.

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Biophilia hypothesis

Lack of nature connection is a health and wellbeing issue.

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Biophilia hypothesis

Nature deficit disorder

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Impact is deferred in both time and place.

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Let’s check the figures

Worldometer…

Page 29: Concepts in Outdoor Education - Lect 4 - state of environment

Ecological footprint – a tool for measuring how much nature is available

and how much is being used

• The Earth provides for about 1.8 global hectares per person per year, shared with all other species.– Average = 2.7 gHa/per

• Overshoot ~ 30%

• USA ~ 10 gHa/per• Australia ~ 8 gHa/per• Singapore ~ 6 gHa/per• Malaysia ~ 3 gHa/per

gHa = biologically productive hectare at average productivity

Page 30: Concepts in Outdoor Education - Lect 4 - state of environment

Let’s check the figures

Ecological footprinting…

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Page 32: Concepts in Outdoor Education - Lect 4 - state of environment

How should we live and educate our children to

live?

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Schooling teaches well the tools of modernism, but ignores

how to live well in a place.

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Language literacyMathematical competence /

numeracyRational thinkingEcological literacy

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Only if we can re-establish our most basic relationship with the

natural world might we find a way out of this regression.