Philosophical Perspectives of Outdoor Adventure - University of Derby

Module Title
Philosophical Perspectives of Outdoor Adventure
Module Code 4OU503 Pre-requisite
Date of
Approval
January 2012
Module Level Level 4
Credit value 20
Total Learning
Hours
Key Words
Module
Delivery
Mode
Module
Description
Module
Learning
Outcomes
Module
Content
200
‘Philosophies’, ‘Adventure participation’, ‘Theoretical underpinnings
outdoor learning’, ‘Adventure’, ‘Risk education’.
Online/Distance Blended/Face to face Work-based learning
This module aims to introduce students to the philosophical
underpinnings of outdoor adventure participation. Students will explore
the various social, cultural and political influences that contribute
towards the engagement in modern outdoor adventurous activities. The
increased demand for adventurous experiences requires students to
have historical and cultural perspectives on a variety of adventurous and
outdoor activities. Students will explore the relationship between outdoor
adventure and the educational value of participation in related activity.
This subsequently allows the opportunity to evaluate the ways in which
the concepts of adventure, outdoor, education and recreation are utilised
by groups and individuals on a national and international basis.
Understanding these components will provide key tertiary and
theoretical knowledge as to the development of adventurous activities.
The module provides a platform from which students can explore and
evaluate the diverse outdoor adventure field.
On completion of this module the student will be able to:
1. Evaluate a variety of theoretical components that influence the
participation and provision of adventure activities both nationally and
internationally.
2. Understand theoretical underpinnings of outdoor adventure
education for personal development.
The use of the outdoors as a tool for self-development, training and
education. The boundary between adventure and misadventure. Deep

slow adventure versus shallow fast adventure experiences. Adventure
as an educational alternative. Motivational theories of participation;
adventure participation, thrill seeking, human need for exploration.
Socio-political issues surrounding the development of adventure
internationally. Cultural issues and perspectives of outdoor adventure
participation. Self-awareness and reflection through outdoor adventure
experiences.
Module
Learning and
Teaching
Methods
Module
Assessment
Method
Scheduled learning and teaching 36 hours 18% Category 1
activities
Guided independent study 160 hours 80% Category 2
Guest speakers 4 hours 2% Category 1
Total 200 hours 100%
Assessment weighting 100% Coursework
CW 1: 100% Learning outcomes 1 and 2
Review philosophical and theoretical concepts that relate to outdoor
adventure participation at a national and international level. Written
essay (2000 words).
Formative feedback- student centred tasks will be facilitated during the
module allowing for continuous feedback and reflection to enhance the
learning process.
Reading list
Key texts
Extended
reading
Gill, T. (2007) No Fear: Growing up in a risk averse society. London,
Calouste Gulbenkian Foundation.
Mc Namee, M. (2007) Philosophy, Risk and Adventure Sports. London,
Routeledge.
Bowden, R. (2003) Tourism: our impact on the planet. London, Hodder
Wayland Limited.
Henderson, R. (1999) The place of deep ecology and ecopsychology in
adventure education. In Miles, C. J. and Priest, S. (Eds.) Adventure
Programming. State College, PA: Venture Publishing.
Hopkins D & Putnam R (1993) Personal Growth Through Adventure,
Fulton, London
Day J (2000) Recreation, Sport Planning and Design Human Kinetics,
Champaign
Inskeep E (1991) Tourism Planning Van Rostrand Reinhold
Miles J & Priest S Adventure Programming Venture Publishing
Pennsylvania
Mortlock, C. (1984) The adventure alternative. Cumbria: Cicerone Press.
Mortlock, C. (2001) Beyond Adventure. Cumbria: Cicerone Press.
Naess, A. (1989) Ecology, community and lifestyle. Cambridge
University Press.
Torkildsen G (2000) Leisure and Recreation Management E & F Spoon,
London
Baker, M. (2005) Landfullness in Adventure-Based Programming:

Journals
Promoting Reconnection to the Land. Journal of Experiential Education.
27(3), 267-276.
Barnes, P. (2004) The Role of Authenticity-Is Outdoor Education the
‘Real Thing’? Horizons. Winter 28, 4-7.
Bowles, S. (2008)Some other ways not taken. In Becker, P. & Schirp, J.
(eds) Other ways of learning. Marburg, bsjp 245-276.
Brookes, A. (1993) Deep and Shallow outdoor education: can we tell
the difference? The Outdoor Educator June, pp 8-16.
Hattie, J., Marsh, H.W., Neill, J.T. (1997) Adventure Education and
Outward Bound: Out of Class Experiences That Make a Lasting
Difference. Review of Educational Research 67(1), 43- 87.
Higgins, P. (2003) Outdoor Education in the UK: A journey with an
uncertain destination? In Humberstone, B. Brown, H. and Richards, K.
(eds) Whose Journeys? The Outdoors and Adventure as Social and
Cultural Phenomena. Penrith: The Institute for Outdoor Learning. 131-
145.
Knapp, C. E. & Smith, T. E. (2005) Exploring the power of Solo,
Silence and Solitude. Boulder: Association for Experiential Education.
Loynes, C. (1998) Adventure in a bun. Journal of Experiential Education;
21(1) 35-39.
Martin, P. (2004) Outdoor adventure in promoting relationships with
nature. Australian Journal of Outdoor Education. 8(1), 20- 28
Rubens, D. (1999) Effort or Performance? Keys to Motivated Learners in
the Outdoors, Horizons, 4, 26-28.
Taniguchi, S. T., Freeman, P. A. & Richards, A. L. (2005) Attributes of
meaningful learning experiences in an outdoor education program.
Journal of Adventure Education and Outdoor Learning. 5(2), 131-144.
Thomas, G. (2004) Skills and thrills in outdoor environmental
education: A contradiction or beautiful tension? International Outdoor
Education Research Conference. La Trobe University Bendigo, Victoria,
Australia, July 6-9,