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Lect 8 env sustainability in oe 2013
 

Lect 8 env sustainability in oe 2013

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How does Outdoor Education contribute to knowledge and understanding of the natural environment. Outdoor Education for sustainability.

How does Outdoor Education contribute to knowledge and understanding of the natural environment. Outdoor Education for sustainability.

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    Lect 8 env sustainability in oe 2013 Lect 8 env sustainability in oe 2013 Presentation Transcript

    • OEEDU5001 Concepts inOutdoor EducationWeek nineEnvironmental Sustainability inOutdoor Education
    • Therapy, development andoutdoor leadership demanddiffering professional skills andknowledge – don’t trick yourselfinto thinking they are the same!(Although many recreation leaders may well be outdooreducators and the other way around?!!)BUT we are not therapists!
    • The pressure is on young people!
    • Myths in personal development
    • Myths in personal developmentCharacter development is argued.But virtues do exist with some transfer.However, transfer is problematic unlesscontext is considered and transfer fosteredvia efficacy links.Positive psychology focus on happiness.(3 components = joy, flow and meaning)
    • Building resilience/happinessIdentify character strengths and then use thoseExamine fearsIdentify bodily responses to fear – cope!Focus on positive skills you have to cope withfears. Feedback, learning, copingPower of positive thinking on performancePosture, self image and performance
    • Influencing resilience –7 abilitiesEmotion regulationImpulse controlEmpathyOptimismCausal analysisSelf efficacyReaching OutRevich, K & Shatte, A (2003). The resilience Factor. NY, Broadway Books
    • Jumping to conclusions = salience biasFundamental error of internality = seekexternal sources as well. (It’s not all about them)False consensus = over generaliseActor observer bias = how did others andcontext contribute? (It’s not just about me)Avoid thinking stuff upsRecall attribution theory biases
    • Stability vs instability = what is changeableand controllable?Distinctiveness = what is the criticalbehaviour factor here?Communication skills = give and receive ineach domain.(receive = paraphrase, impression check,describe behaviour/ send = clear statements,describe feelings, show behaviour)
    • OEE and the natural world
    • Possible outcomes in OE to dowith the natural environmentExperience of the environmentEnvironmental appreciationEnvironmental knowledgeEnvironmental relationship critiqueAre any of these more unique or distinctive for OE to promoteand foster in schooling?
    • Experience of natureDirect first hand being in andwith nature.Personal knowledgeTacit knowledgeSense of placeUse of six senses
    • Environmental appreciationAffective component (feeling/emotional).A liking for nature just because it feels orseems pleasant.The beginning of a relationship with nature?Differing perspectives or metaphoricalimages of nature exist (imply behaviours, valuesand language).
    • Environmental knowledgeCognitive component (belief/knowledge)In OEE there are types of knowing nature,eg:As a scientist = rational / reductionistAs a naturalist = based in curiosity and livedobservationAs an outdoor person through pursuits as away of knowing.
    • Environmental relationshipcritiqueSocially critical perspective.In OEE you could have an aim of education forsustainability (EfS).Uses OE’s capacity to look back at:What living well/sustainably might meanWhat is needed for living well/sustainablyOur relationship with technologyOur understanding of knowledge of importanceOur relationship with place, space and time.
    • SustainabilitySustainable development “meets the needs of thepresent without compromising the ability of futuregenerations to meet their own needs”(Brundtland 1987, p. 8) – (Agenda 21 Rio summit 1992)
    • But, isn’t development the rootcause of un-sustainability?Politics of unsustainability = paradox of globalagreement on need for change but no meaningfulaction (Mickey Mouse sustainability).
    • Models of sustainability economic, socialand environmental components (political?)EconomySocial EnviroTriple bottom line(weak sustainability)Social EnviroEconomicMickey MouseEnviroSocialEconomyStrongsustainability
    • What do you think are importantvalues to promote in society toenable strong sustainability?
    • Strong sustainability values?Placing importance on non-material sources ofhappinessRemoving the perceived link between economicgrowth, material possessions and success.Affirming the interdependence of all people (respect,fairness, cooperation, gratitude, compassion, humility)Affirm values of local communities – decreasefootprint and increase cooperation.Valuing nature intrinsically – environmentalresponsibility and integrity of ecosystems.
    • So what is education for?What should we measure the successof education against?
    • So what is education for?“The conventional wisdom holds thatall education is good and the more of itwe have the better… The truth is thatwithout significant precautions,education can equip people merely tobe more effective vandals of the earth”(David Orr, 2004, p. 5).