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• W209512881 abstract "After a personal introduction relating the author's own background in outdoor activities, this paper traces the evolution of outdoor education through two inter-related strands: outdoor pursuits and environmental education. Recent developments in outdoor education are traced through the general national and international movement in environmental issues, curriculum reform and the shift from what is learned to how learning takes place. Drawing on a proposed HMI document, a series of aims of outdoor education are set out. Geography and outdoor education have a definite harmony of purpose. A confessional introduction In looking at the nature of outdoor education I would like to view it within the overall theme of this conference, namely 'Environment, exploration, and education'. I also wish to bring to it a personal view, what John Eyles (1985) has illustrated as the 'confessional approach'. Most geographers have, traditionally, been interested in the outdoors; indeed many have become geographers precisely because of the stimulation their environment has given to them both intellectually and emotionally. I can reveal here that my own geographical interests came somewhat late in my academic career, for having set out to study history I was seduced to geography by realising that to undertake full time study of the subject was a way of legitimising (at least in my opinion) my climbing in the Alps, involvement with Outward Bound and the Brathay Hall Trust, expeditions in Africa, Iceland and Norway, extended Greyhound trips across America and perhaps, most basically, a wish just to go and see new places. I have never regretted this change of academic direction, though I am continually grateful to my historical training. Eventually my interest in geography took me into a professional career in town planning, where history, geography, environmental and outdoor education, with many other inputs too, became inextricably inter-linked in problem solving activities. What has this confession to do with the nature of outdoor education, and its relationship with geographical education, exploration and the environment? I believe it is fundamental, for personally I find it difficult to see the contribution of outdoor education except through a reflection on my own experiences and what they have meant to me. At the very least they have recently allowed me to critically evaluate a quotation by the romantic poet William Blake who wrote: Great things are done when men and mountains meet. This is not done by in the I would suggest that he was not altogether right in his view, and that geographers, as exponents of outdoor education, have also achieved and learned a good deal by jostling in the street. At a venue such as the annual conference of the GA it is not entirely sensible to look at the origin of geography to see how outdoor education is inter-related with it: there are far too many people here, in any case, who would contradict or gainsay me from their better knowledge. The history of geography is well documented, and we can easily recognise, in the broad development of our subject, the early Peter Smith is one of Her Majesty's Inspectors of Schools, based in the North of England at Pudsey. This is an edited version of a lecture he gave at the Annual Conference of the Geographical Association on 22nd April 1987. ©The Geographical Association 1987. Geography © 1987 209 This content downloaded from 157.55.39.250 on Sun, 18 Jun 2017 17:50:34 UTC All use subject to http://about.jstor.org/terms" @default.
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• W209512881 date "1987-01-01" @default.
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• W209512881 title "Outdoor education and its educational objectives." @default.
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