Comparing Conceptual Text and Documenting Photos. Researching Outdoor Education in the Context of Reichwein's Progressive Teaching and Rousseau's "Émile"

Autor/inn/en	Werler, Tobias Christoph; Baraldsnes, Dziuginta
Titel	Comparing Conceptual Text and Documenting Photos. Researching Outdoor Education in the Context of Reichwein's Progressive Teaching and Rousseau's "Émile"
Quelle	In: International Journal of Research & Method in Education, 42 (2019) 4, S.358-373 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werler, Tobias Christoph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2018.1481939
Schlagwörter	Outdoor Education; Educational Research; Photography; Visual Aids; Rural Education; Mixed Methods Research; Place Based Education; Educational Philosophy; Educational Practices; Progressive Education; Educational History; Foreign Countries; Qualitative Research; Correlation; Germany + Suchen Sie Ihr Suchwort? Freiluftunterricht; Bildungsforschung; Pädagogische Forschung; Fotografie; Anschauungsmaterial; Ländliche Erwachsenenbildung; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Reformpädagogik; Progressive Erziehung; History of education; Bildungsgeschichte; Ausland; Qualitative Forschung; Korrelation; Deutschland
Abstract	This paper explores the historic ideas and practice of outdoor education, as developed in Jean Jacques Rousseau's "Émile", and realized by Adolf Reichwein's rural teaching practice. We aimed at developing a comprehensive research design, triangulating different qualitative data (text and photos). In the paper, we explore how the idea of place-based outdoor education unfolded in Rousseaús "Émile", and how Adolf Reichwein, in rural Tiefensee, enacted the practice of place-based outdoor education. We also investigate how to correlate different types of qualitative data (conceptual text and documentary photos). We show that it is possible to develop a research language, revealing how a philosophy of education can be enacted as educational practice, and our analysis demonstrates that Rousseaús and Reichwein's works functioned as precursors for outdoor education and educational concepts, that activate the cognitive, affective, and motoric domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01