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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Personal and Social Development and Outdoor Education: Critical Perspectives (EDUA11116)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThrough engaging with historical and contemporary approaches through literature and practical application, learners will work towards developing a sound understanding of personal and social development in outdoor education.
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.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2022/23, Available to all students (SV1) Quota:  12
Course Start Semester 2
Course Start Date 16/01/2023
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 )
Additional Information (Learning and Teaching) This course is delivered over 5 consecutive days. Please refer to Online Timetable for course dates.
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Feed-forward/Summative - Create a Website 30%:

Summative Task: Essay - 70%
Feedback Feed-forward session on website task
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Evaluate and critique a range of historical and contemporary theories and practices relating to personal and social development in outdoor education and beyond.
  2. 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.
  3. Critically examine the theoretical and empirical principles, processes, claims and conditions underpinning inter- and intra- personal skills, as they relate to outdoor education.
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.
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.
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.
Keywordspersonal and social development,critical perspectives,outdoor education
Course organiserDr Heidi Smith
Course secretaryMiss Malgorzata Litwinska
Tel: (0131 6)51 6363
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