[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596748-105":59,"doc-detail-596748-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","untrodden-paths-a-critical-conversation-about-wilder-places-in-outdoor-education","Untrodden Paths - A Critical Conversation About Wilder Places In Outdoor Education","","The paper examines what “the outdoors” means and how outdoor settings function within education. It argues that a deeper understanding of wilderness and wilder places is central to outdoor education, especially for translating learning from these environments into sustainable thought and action. Through a discussion among three experienced outdoor educators, it questions whether student experiences in wild places can promote uncritical myth-making, or instead reconnect learners with nature and reshape worldview and decision-making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/untrodden-paths-a-critical-conversation-about-wilder-places-in-outdoor-education/596748/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/untrodden-paths-a-critical-conversation-about-wilder-places-in-outdoor-education/596748.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper ask about the outdoors and education?","Question",{"text":112,"@type":113},"It asks what the outdoors is and challenges conceptions of the outdoors’ role in education, including why understanding wilderness matters for outdoor education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does experiencing wilder places relate to learning outcomes?",{"text":117,"@type":113},"The discussion considers whether such experiences can lead to uncritical myth-making or whether they instead reconnect students with nature, modify their worldview, and influence how they live and decide.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the difference between place-based and place-responsive outdoor education?",{"text":121,"@type":113},"Place-based education prioritizes local areas and emphasizes ongoing attachment across generations, while place-responsive emphasizes full-bodied pedagogical engagement and action rather than being established in a specific place.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596748,1792338448,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Untrodden Paths: A Critical Conversation About Wilder Places In Outdoor Education  \nJo Straker, Tom G. Potter, & David Irwin  \nAbstract  \nThis paper asks, what is the outdoors, and challenges conceptions of the role the outdoors play in education. It critically examines why a better understanding of the outdoors is important to outdoor education, how wilder places are essential to education, and how learning generated from these places can be translated into sustainable thinking and action. The enquiry is presented as a discussion between three experienced outdoor educators on international understandings of the outdoors and wilderness. In particular, they explore whether taking students to wilder places supports myth-making in uncritical ways, or whether experiencing these places reconnects them with nature, modifies their worldview, and in turn brings important aspects of the wild into their decision making about how they wish to live on the planet.  \nRésumé  \nQu’est-ce, au juste, que le plein air? Quel rôle joue-t-il réellement dans l’éducation? En quoi une meilleure compréhension de la nature profite-t-elle à l’enseignementen plein air? En quoi les espaces naturels et sauvages sont-ils essentiels à l’éducation? Et comment les apprentissages qui s’y effectuent se traduisent-ils en pensées et enactes? Cet article examine scrupuleusement ces questions. Il prend la forme d’un échange entre trois éducateurs chevronnés sur les différentes conceptions dans le monde des notions de plein air et de nature sauvage. En particulier, les trois intervenants se demandent si le fait d’emmener les élèves dans de tels endroits encourage une forme defabulation naïve, ou si cela leurfait tisser un lien avec la nature et changer leur perception du monde au point d’influencer leurs choix personnels et la façon dont ils entendent vivre sur cette planète.  \nKeywords: education for sustainability, environmental education, outdoors, outdoor education, place-responsive, wilderness, wildness  \nIntroduction  \nAmong the many poetic statements Wendell Berry has been credited with can be found two pithy maxims: “If you don’t know where you are, you don’t know who you are” (cited in Stegner, 1992, p. 199) and “If you don’t know where you’re from, you’ll have a hard time saying where you’re going”(in Goodreads, 2012, para. 35) . The places where we live, recreate, and work are important; we  \nCanadian Journal of Environmental Education, 22, 2017 97  \nreact to them in ways we are not always conscious of. They shape our identity and how we live our lives (Hiss, 1991) .  \nBecoming more aware of the ways that places not only influence our learning but also inform who we become potentially changes the epistemological foundation of the outdoors. This increased cognizance modifies our surroundings, turning what was once a venue, or a backdrop against which we learn, into an integral part of who we are. As Rowles (2003) notes, “the self is in and of rather than separate from the individual’s environment,” adding “that lives are intimately and inextricably immersed in place”(p. 111). The importance of place is rising as more outdoor education scholars engage with the epistemological and ontological concepts of place and explore how different environments offer quite distinctive conceptions of outdoor education.  \nDakin (2003) suggests that outdoor images of sunsets, forests, lakes, and mountains represent holistic ways of interacting with the world, as they can generate emotional responses that become significant events in our lives. In Canada and Aotearoa New Zealand, pristine, mountainous, and uninhabited areas have gained special status that resonate with aspects of national identity. Many Indigenous groups challenge this construct of uninhabited wilderness, but for marketing and building national identity attachment to wild lands remains a dominant theme. As outdoor educators, an important question to ask is, does taking students to wilder places support myth-ma","cbCaiqswx1LECuIU","https://ap.wps.com/l/cbCaiqswx1LECuIU","pdf",125849,18,"English","# Abstract\n# Introduction\n## Place, identity, and epistemology in outdoor education\n## Wilder places, myth-making, and reconnection with nature\n## Place-based vs place-responsive approaches\n## Tensions between outdoor education and environmental education","[{\"question\":\"What does the paper ask about the outdoors and education?\",\"answer\":\"It asks what the outdoors is and challenges conceptions of the outdoors’ role in education, including why understanding wilderness matters for outdoor education.\"},{\"question\":\"How does experiencing wilder places relate to learning outcomes?\",\"answer\":\"The discussion considers whether such experiences can lead to uncritical myth-making or whether they instead reconnect students with nature, modify their worldview, and influence how they live and decide.\"},{\"question\":\"What is the difference between place-based and place-responsive outdoor education?\",\"answer\":\"Place-based education prioritizes local areas and emphasizes ongoing attachment across generations, while place-responsive emphasizes full-bodied pedagogical engagement and action rather than being established in a specific place.\"}]","Untrodden Paths - A Critical Conversation About Wilder Places In Outdoor Education | PDF",1792083641,45]