[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597239-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597239-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","outdoor-environmental-education-in-the-united-kingdom-a-conceptual-framework-of-epistemological-diversity-and-its-educational-implications","Outdoor Environmental Education in the United Kingdom - A Conceptual Framework of Epistemological Diversity and Its Educational Implications","","Outdoor education in the United Kingdom shows strong practical activity but limited theoretical development. The paper argues that existing theory, shaped largely by humanistic psychology, has not adequately examined how self and others relate to the environment. Drawing on environmental philosophy, it reviews ethical and moral dimensions while identifying a shortage of work on educational implications. To bridge ethics, morals, and outdoor pedagogy, it introduces a framework of epistemological diversity to help educators rethink the purpose of outdoor education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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framework for epistemological diversity.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is deep ecology used as an example of theory-practice linkage?",{"text":72,"@type":64},"Deep ecology is presented as a stance that requires changes in how humans think about themselves and their relationship with the natural environment, which is aligned with the research needs—even though it offers limited direct discussion on learning in epistemology and pedagogy.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597239,1792165858,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Diversity and Its Educational Implications  \nRobbie Nicol, University of Edinburgh, Scotland  \nAbstract  \nOutdoor education in the United Kingdom is long on practice and short on theory. The theory that has developed belongs to the tradition of humanistic psychology, which celebrates the development of self and others. Theoretical development has not treated the relationship between self, others and the environment particularly well. This paper begins to address the balance by drawing on secondary sources, which deal with elements of environmental philosophy. In reviewing the literature I found that there was a great deal of environmental philosophy which dealt with ethical and moral issues.  \nHowever, there was less said about educational implications and less again about using the outdoors as an educational medium. To fill the gap between ethics, morals and educational implications in the outdoors I have introduced a framework of epistemological diversity. The purpose of this paper therefore is to offer outdoor educators a way of thinking about outdoor education which transcends the focus of self and others to include relationships with the environment.  \nRésumé  \nL’éducation in situ, au Royaume-Uni, doit beaucoup à lapratique et peu à lathéorie. La théorie qui s’y est développée appartient à cette tradition de psychologie humanisteprônant le développement du moi et des autres. Son évolution théorique laisse à désirer quant à l’étude qu’elle fait du rapport entre le moi, les autres et l’environnement. Le présent travail amorce l’étude de cet équilibre en puisant à des sources secondaires traitant d’éléments divers de la philosophie environnementale. À la lecture des documents, ilm’est apparu que la philosophie environnementale traite souvent de questions éthiques et morales. On y est moins disert, cependant, quant aux possibilités et aux outils pédagogiques inhérents à l’étude in situ de l’environnement. Pour rapprocher l’éthique, la morale et la portéepédagogique del’étude in situ de l’environnement, je propose un cadre de diversité épistémologique. Ce travail a donc pour fin d’offrir aux éducateurs de plein air une optique de l’étude in situ qui, par une prise en considération des rapports à l’environnement, transcende l’étude stricte du moi et des autres.  \nCanadian Journal of Environmental Education, 7(2), Spring 2002 207  \nThis paper is based on earlier research (Nicol, 2001) . One of the aims of this research was to establish the extent to which local authority, residential, outdoor education centres were delivering aims relating to environmental education. Five research sites were chosen (4 in Scotland and 1 in England) . All five centres provided five-day multi-activity programmes for primary school pupils (aged 10-12 years), and such groups represented the largest share of the centres’ programme activities. The research indicated two things. First, there was a very limited provision of environmental education; and second, that if provision was to change then some recognition and understanding of ontological and epistemological principles was necessary. By way of illustrating a possible relationship between the theory and practice of environmental education in the outdoors deep ecology was used to provide a standpoint. This was appropriate to the research in question because, as a philosophy, it posits solutions which require changes in the way human beings think of humanity and its relationship with the natural environment. However, despite its philosophical grounding, deep ecology as a theoretical standpoint, does not have much to say about learning in terms of epistemology and pedagogy.  \nA thing is right when it tends to preserve the integrity, stability and beauty of the biotic community. (Leopold, 1989, p. 224-225)  \nPhilosophy  \nPhilosophy has been described as “the attempt to make clear, and if possible to answer,","cbCaidROzk7A9DEh","https://ap.wps.com/l/cbCaidROzk7A9DEh","pdf",174589,18,"English","# Abstract\n# Research background and aim\n# Environmental education in practice and provision\n## Deep ecology as a theoretical standpoint\n# Philosophical foundations\n## Ontology and epistemology\n## Ethics and approaches","[{\"question\":\"What gap does the paper identify in UK outdoor education research?\",\"answer\":\"It finds that the field has extensive practice but relatively little theory, and that theory developed from humanistic psychology does not treat the relationship among self, others, and the environment well—especially regarding educational implications.\"},{\"question\":\"How does the paper connect environmental philosophy to outdoor education?\",\"answer\":\"It reviews environmental philosophy for ethical and moral issues, then focuses on bringing ethics and morals into outdoor educational implications by introducing a framework for epistemological diversity.\"},{\"question\":\"Why is deep ecology used as an example of theory-practice linkage?\",\"answer\":\"Deep ecology is presented as a stance that requires changes in how humans think about themselves and their relationship with the natural environment, which is aligned with the research needs—even though it offers limited direct discussion on learning in epistemology and pedagogy.\"}]","Outdoor Environmental Education in the United Kingdom - A Conceptual Framework of Epistemological Diversity and Its Educational Implications | PDF",1792084654,45]