Learning Outdoors and Living Well? Conceptual Prospects for Enhancing Curriculum Planning and Pedagogical Practices

Autor/inn/en	Thorburn, Malcolm; Allison, Peter
Titel	Learning Outdoors and Living Well? Conceptual Prospects for Enhancing Curriculum Planning and Pedagogical Practices
Quelle	In: Cambridge Journal of Education, 47 (2017) 1, S.103-115 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2015.1118438
Schlagwörter	Outdoor Education; Curriculum Development; Educational Practices; Educational Theories; Theory Practice Relationship; Constructivism (Learning); Problem Solving; Experiential Learning; Individual Development; Criticism; Psychological Patterns; Moral Development; Holistic Approach; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Freiluftunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Individuelle Entwicklung; Kritik; Moralische Entwicklung; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey's habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey's writings are often vague on how ideas can be operationalised and criticisms that Aristotle's educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01