Abstract
Critical outdoor education seeks to promote improved human to nature relationships. As academics and teachers strive to develop theory and practice appropriate for such outcomes, the traditional role of adventure activities is being scrutinized. This paper draws on a two year qualitative study which traced changes in human/nature relationships reported by a group a university students as a consequence of involvement in an outdoor education programme. From the many outcomes of the study, the following discussion extracts and concentrates on the role outdoor adventure activities can play in shaping connectedness to nature within outdoor education. Results suggest that adventure can be a very powerful tool for green outdoor education and that deskilling activities as a means of enhancing environmental outcomes may be counterproductive for some students.
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He is fortunate enough to work with a team of committed outdoor educators who collectively provide a fertile environment for critical thought and practice. As a consequence, ideas are always open to challenge. A concern that outdoor education clarifies its contribution to environmental and human futures is an uppermost professional goal. Peter may be contacted at p.martin@bendigo.latrobe.edu.au
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Martin, P. Outdoor adventure in promoting relationships with nature. Journal of Outdoor and Environmental Education 8, 20–28 (2004). https://doi.org/10.1007/BF03400792
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DOI: https://doi.org/10.1007/BF03400792