Kommenteret bibliografi om outdoorpædagogik ... - Udeskole.dk

short, and the confounding variables are numerous. For those interested in other ways of knowing
not represented by the current "evidence-based" standards colonizing educational research, I
would recommend Biesta and Burbules (2003) Pragmatism and Educational Research as an
alternative. It would be great if that text, or others like, were required readings in some of these
programs. It would also be great to link the college or university more purposefully with the
community in which it is located. More action research, place-based studies, or applied approaches
would certainly be welcome”.
Sandell, K. & Öhman, J. (2010). Educational potentials of encounters with nature:
reflections from a Swedish outdoor perspective. Environmental Educational Research,
16(1), 113-132.
I denne artikel undersøger Sandell og Öhman direkte naturoplevelser. På baggrund af en
analyse af svensk/skandinavisk outdoorpædagogik foreslår forfatterne seks potentialer i
forbindelse med naturoplevelser: (1) an experiencebased meaning of nature; (2) a relational
ethical perspective; (3) the addition of a fourth perspective to sustainable development; (4)
human ecology in practice; (5) sensing the quality of a simple life; and (6) democracy, identity
and dwelling. Sandell and Öhman argue that these potentials widen the scope of environmental
and sustainability education, while highlighting the need for a situated, dynamic and process
oriented concept of nature, rather than a static one in which nature is understood as a
particular place or specific organisms.
Thorburn, M. & Allison, P. (2010). Are we ready to go outdoors now? The prospect for
outdoor education during a period of curriculum renewal in Scotland. The Curriculum
Journal, 21(1), 97-108.
Her analyserer Thorburn og Allison begrebsmæssige spørgsmål i relation til curriculum
udvikling via et studie af litteratur og policy dokumenter. Herefter skitserer de et udkast til et
rationale for outdoorpædagogik som ”moral practice” – se også Biesta om samme). In
developing the proposed rationale as the organising framework for learning, the article
critically considers the multifarious challenges of connecting policy intentions with the
authentic learning experiences of students. In so doing it discusses many of the most apparent
curriculum and pedagogical barriers to learning, which have led in recent years to fragmented
provision and the under-realisation of increased levels of deeply embedded and connected
outdoor learning experiences.
Waite, S. (2010). Losing our way? The downward path for outdoor learning for children
aged 2-11 years. Journal of Adventure Education and Outdoor Learning, 10(2), 111-126.
Denne artikel trækker på tre studier af outdoorpædagogik i England. Artiklen diskuterer bl.a.
nedgangen i outdoorpædagogik, barrierer mm. Forfatteren argumenterer for en række
”benefits” for børn i forbindelse med outdoorpædagogik. Waite er leder af en
outdoorpædagogik forskningsgruppe i England. Se evt. også andre af hendes publikationer.
Wurdinger, S. & Rudoph, J. (2009). Teaching practices that improve student learning:
Five experiential approaches. Journal of Teaching and Learning, 6(1), 1-13.
Denne artikel er god. Den gør op med “frontalundervisningen” og forelæsninger på
universiteter og professionshøjskoler. Artiklen argumenterer for at bruge mere ”aktive”
læringsmetoder. Fem innovative undervisningsmetoder præsenteres og diskuteres i artiklen:
projekt-baseret læring, problem-baseret læring, praktik-læring, sted-baseret læring og aktiv
læring. Praktiske overvejelser fremstilles med henblik på at hjælpe undervisere til at forstå,
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