Postgraduate Course: Personal and Social Development and Outdoor Education: Critical Perspectives (EDUA11116)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The purpose of this course is to provide outdoor educators with a sound understanding of the nature of personal and social development. The course will explore a variety of notions of personal development with a view to increasing control of one's own destiny and various horizons of significance. The course will examine the role of the educator with specific focus on facilitating supportive constructive learning environments and interpersonal skills.
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| Course description |
This course aims to provide learners with a deep understanding of personal and social development in the outdoor education landscape. The course presents a range of historical and contemporary literature within and beyond outdoor education. Opportunities to experience a range of facilitation, teaching and leadership, strategies and techniques, which are designed to maximise personal and social development through group processes will be provided. Learners are required to critically analyse the theoretical principles, process, and conditions underpinning the contentious enterprise of developing inter-and intra-personal skills in the field of outdoor education.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
| Course Start Date |
13/01/2020 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 5,
Seminar/Tutorial Hours 17,
Supervised Practical/Workshop/Studio Hours 5,
External Visit Hours 3,
Feedback/Feedforward Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
165 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Feed-forward/Summative - Create a Website 30%:
Summative Task: Essay - 70%
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| Feedback |
Feed-forward session on website task |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Evaluate and critique a range of historical and contemporary theories and practices relating to personal and social development in outdoor education and beyond.
- Analyse and reflect on the strengths and weaknesses associated with a range of facilitation, teaching and leadership strategies that are designed to maximise personal and social development.
- Critically examine the theoretical and empirical principles, processes, claims and conditions underpinning inter- and intra- personal skills, as they relate to outdoor education.
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Reading List
Brookes, A. (2003a) A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of character building. Journal of Adventure Education and Outdoor Learning, 3(1), 49-62.
Brookes, A. (2003b) A critique of neo-Hahnian outdoor education theory. Part two: The fundamental attribution error in contemporary outdoor education discourse. Journal of Adventure Education and Outdoor Learning, 3(2), 119-132.
Brown, M. (2010) Transfer outdoor education's Achilles heel? Changing participation as a viable option. Australian Journal of Outdoor Education. 14(1), 13-22.
Priest, S. & Gass, S. (1999). Six generations of facilitation skills. In J. Miles & Priest, S. (Eds), Adventure Programming (pp. 215-218). State College, PA: Venture.
Scrutton, R., & Beames, S. (2015). Measuring the Unmeasurable: Upholding Rigor in Quantitative Studies of Personal and Social Development in Outdoor Adventure Education. Journal of Experiential Education, 38(1), 8¿25. https://doi.org/10.1177/1053825913514730
Smith, H., & Penney, D. (2010). Effective, exemplary, extraordinary? Towards an understanding of extraordinary outdoor leaders. Australian Journal of Outdoor Education, 14(1), 23-29.
Stonehouse, P. (2010) Virtue, Ethics and Expeditions. Chapter 2 in Beames, S. (ed) Understanding Educational Expeditions Rotterdam: Sense.
Thomas, G. (2008). Facilitate first thyself: The person-centred dimension of facilitator education. Journal of Experiential Education, 31(2), 168-188.
Thomas, G. (2010). Facilitator, teacher or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239-254.
Willis, A. (2011) - Re-storying wilderness and adventure therapies: healing places and selves in an era of environmental crises, Journal of Adventure Education and Outdoor Learning, 11(2), 91-108.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
The course is delivered in a block of 5 consecutive days with a mixture of lecture presentations, seminar style discussions, and workshops. |
| Keywords | personal and social development,critical perspectives,outdoor education |
Contacts
| Course organiser | Dr Heidi Smith
Tel:
Email: Heidi.Smith@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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