This work presents scientific materialism as a dated worldview, calling into question the assumption of strict objectivity in the universe. The author explores various theoretical approaches to knowledge formation and valuation within the context of outdoor education. Theories presented include ecopsychology, phenomenology, panexperientialism, biophilia and Gaia theory. The author also presents an approach to education that emphasizes the felt meaning of experience in nature, which he calls "Relational Pedagogy."
This approach calls for outdoor educators to emphasize not only the subjective experience of its participants, but also highlight the subjectivity of the more-than-human community in which the educational experiences take place. Using relational pedagogy, students are empowered to form their own meanings and values from their experience in nature. Making the students' experience a wellspring of meaning creates fertile ground for them to reproduce positive outdoor experiences on their own, and will enable them to continue the meaning-making process throughout their life. By employing meta-teaching, an aspect of Relational Pedagogy, OE practitioners can help participants become more than students of the environment; they become students of their own lives.
|Commitee:||Sherman, Peter M., de Quincey, Christian|
|School Location:||United States -- Arizona|
|Source:||MAI 51/02M(E), Masters Abstracts International|
|Subjects:||Environmental education, Education philosophy|
|Keywords:||Consciousness, Ecopsychology, Outdoor education, Panexperientialism, Phenomenology|
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