Terry Storry (1950–2004) An obituary

Abstract

From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.     

Motivational predictors of young adolescents' participation in an outdoor adventure course: A self-determination theory approach

Abstract

Outdoor education is emerging as a compulsory component of the school curriculum in Singapore. As more and more young people are involved in outdoor education programmes, the motivational factors that influence students' participation in outdoor activities is an important area of study. The purpose of this study was to use the self-determination theory framework to examine post course satisfaction level among young adolescents. A total of 314 secondary school students aged from 12 to 16 years took part in the survey. Results showed that external regulation negatively predicted self-reported satisfaction whereas intrinsic motivation positively predicted participants' satisfaction levels of the course. It is highlighted that young adolescents should not be coerced into outdoor education programmes. They should be provided with a meaningful rationale for participation, given some autonomy for decision-making and to have a positive and enjoyable experience during the programme.     

Indigenous ways—fruits of our ancestors

In this paper the human-nature relationship is recognized as a major field of interest and a platform of ideas linked with it is explored. A ‘new’ source to inform an alternative paradigm for outdoor education is proposed; it is millennia old, has roots all over the globe and is a living, breathing, and evolving tradition—indigenous ways. While recognizing the diversity of indigenous people, the paper explores common characteristics of thought and practice within indigenous traditions. Indigenous ways are defined and their connection with outdoor education is explored. The author concludes that indigenous ways have the potential to inspire a fundamental change in outdoor education, while providing working models for theory and practice.     

The dramaturgy approach to education in nature: reflections of a decade of International Vacation School Lipnice courses,Czech Republic, 1997–2007

This paper provides an auto-ethnography or narrative of self related to the development of international experiential education programmes in nature developed by Vacation School Lipnice (VSL) in the Czech Republic. The paper provides the cultural background that influences the course design and provides examples, through participant observation, of the international development of VSL's Intertouch courses over the past decade (1997–2007). VSL is a non-profit, non-governmental organization of about 100 active members—volunteers coming from all over the Czech Republic, Slovakia, and other countries. Since 1991 VSL has been a member of Outward Bound International, a global experiential education organization. The aim of the VSL courses is to provide ways for further development of the capacities of body and mind using the ‘dramaturgy’ approach to course design, which brings together the distinct elements of art, music, drama and adventure. Courses consist of body-and-mind challenging activities, creative art workshops, discussions and contemplations. Dramaturgy goes beyond traditional interpretations of adventure training, allowing for the integration and balance of physical, social, creative and reflective/emotional ‘waves’ that can change according to the needs of the group. The concepts presented aim to provide examples for creative programming practice and applications to develop more holistic outdoor and experiential courses for youth and adults globally.     

Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice

ABSTRACT

Outdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). The evidence illustrates that schools are continuing to use their playgrounds and day visits as locations for practice. Teacher expertise had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but within the physical education curriculum although Early Years Foundation Stage practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools.     

泥塑教学在动画角色设计课程中的应用

随着我国动画产业的不断发展,高校的动画专业课程也在不断探索新的教学方式.动画角色设计作为重要的专业课程,引入泥塑教学,创新泥塑教学,就成为激发学生学习热情和专业兴趣的有效手段.由于学生积极主动地参与,教学过程才得以顺利实施,才能够达到培养学生空间想像能力和实践动手能力的教学目标.深入阐述动画角色设计课程中泥塑教学的重点和作用,探索课堂泥塑“教、学、做”一体化的教学模式.     

吸取乡土滋养 情渗造型艺术——论苗族猎神文化与高校雕塑课程的实践结合

图腾文化是少数民族宗教信仰文化中普遍存在的形式之一,对少数民族意识与观念产生了深刻的影响.通过对昌宁苗族猎神文化的田野实践调查,体察苗族猎神民间雕塑的独特艺术魅力,结合高校雕塑课程教学环节,将民间艺术智慧吸取入课堂.     

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a questionnaire about their previous habits towards science and carried out the following actions: (1) a guided visit to the laboratory, (2) a brief presentation of the research theme, (3) the development of two experiments, and (4) a questionnaire about the experiments and science conceptions. The research methods included observation, document analysis, and content analysis of the answers to the questionnaires. Additionally, each visit was video recorded in order to design learning materials. The results revealed that most of the pupils were able to follow every stage of experimentation. However, some of them misinterpreted results and conclusions. One implication of the study is that this type of outdoor activity is extremely important to promote meaningful science learning in children, but more care should be taken in practical science activities so that children can overcome some common difficulties when performing scientific inquiry.     

泉州木偶戏具造型风格及审美意蕴

木偶的身份本体是雕塑,但它的身份主体却是一种戏具,所以它与一般雕塑所追求的终极美学价值是不一样的。通过对作为戏具的泉州木偶展开分析,认为其在雕刻时十分注重假定性、戏剧性和装饰性等舞台规律,从而塑造出数百个个性鲜明的舞台形象,折射出独特的审美价值。