Postgraduate Course: Place-Based Education and Outdoor Learning in the City. (EDUA11421)
|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||Not available to visiting students
|Summary||The history of western philosophy promotes a search for and love of wisdom. The pursuance of wisdom has never been as important as it is now, knowing that the survival of the human species requires changes to the way we live our modern lives. The context for this search lies within a contemporary world characterised by a changing atmosphere, degraded land and seascape, reduced biodiversity, yet infinite beauty. Through Place-Based approaches to education this course will explore ways of improving the relationship between human beings and the planet we inhabit. Inquiry as stance will be explored as a method of enquiry intended to seek out the knowledge and wisdom necessary to develop action competences that promote sustainable living. This philosophical background provides the basis from which to consider the implications for city-based outdoor learning.
The planet is experiencing the largest urban growth in its history and so the way that people experience city environments is central to the quest for sustainable living. This course focuses on being outdoors and indoors in city environments to explore how these settings might be used to provide inspiration toward sustainable living. Key to this enquiry is the notion of presence and phenomenology which suggest that the way in which people experience the places they inhabit influences their values. Thus, the idea of presence becomes central to the issue of our everyday personal and social identity that has wider moral implications for the way we relate to the planet.
The course is rooted in the tradition of Place-Based Education and seeks to explore the relationship between indoor and outdoor learning, motivation and pro-environmental behaviour. It specifically takes note of the proclamation from the United Nations Educational, Scientific and Cultural Organisation (UNESCO, 2019:1) that all levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate change (and biodiversity loss). Using this proclamation as a sounding board this course will explore city-based outdoor learning and the opportunities available in the development of programmes intended to address the transition towards sustainable living.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 5,
Seminar/Tutorial Hours 10,
Fieldwork Hours 5,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Please refer to Online Timetable for course dates.
|Assessment (Further Info)
|Additional Information (Assessment)
The Course will be assessed in two parts. Assessment 1a involves an individual student presentation (25%) which will be accompanied by Assessment 1b, a 1000-word supporting paper (25%). Assessment Two is a 2000-word essay (50%). Assessment 1a and 1b will be combined and an average arrived at for Assessment One. Assessments One (1a and 1b) and Two will be combined and an average arrived at for the final course mark. Submission will be by Pebblepad or turnitin tbc
Assessment 1a is an individual student presentation (25%).
Students will prepare and then present a 15-minute creative, academic presentation using text, talk or image based on You are Never Alone task. This will be followed by 5 minutes of questions from fellow students and staff. A member of staff will also be present to mark the presentation. The presentation will be recorded for the purpose of moderation and available to the external examiner. Students will need to refer to the Presentation Rubric to establish the assessment criteria.
Assessment 1b is a referenced paper of no more than 1000 words in support of the presentation (25%)
Refer back to the You Are Never Alone exercise and your presentation. Use your personal experience of a place in the city and your reflections on People, Place, and You to write this assignment. Your task is to critically relate your personal experiences to the concepts of presence and phenomenology as presented by Nicol (2013), and the references in that paper, which were reviewed during the taught component.
Nicol, R. 2013. Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences That Matter. Educational Philosophy and Theory 46 (5): 449, 461. doi:10.1111/j.1469-5812.2011.00840.x.
This assessment will be in the form of a written assignment of no more than 2000 words.
Refer to the wider reading list and materials presented during the taught component to consider ways in which Place-Based Education and Outdoor Learning in the City can address the UNESCO (2019:1) proclamation that all levels and forms of existing educational and teaching and learning programmes need to be reviewed and re-oriented to address the causes and consequences of climate change (and biodiversity los? You do not need to refer to all levels of education just some aspect that is of interest to you.
UNESCO, (2019) http://www.unesco.org/education/tlsf/mods/theme_c/img/unescopolicydialogue.pdf Retrieved 25/7/19
||Throughout the course constant feedback is provided through a Socratic teaching style. The teaching material and the teaching style is purposively designed to provoke and draw out feedback from the students themselves. This co-construction of knowledge is organised through large group and breakout group discussion. A learning community is purposefully created whereby feedback comes from the CO, the students themselves, through a process of individual realisation, and through group discussion which facilitates peer-review of ideas.
|No Exam Information
On completion of this course, the student will be able to:
- Students will have critically engaged with various theories associated with Place-Based Education, be aware of the assumptions that underpin these and their implications for city-based outdoor learning
- Students will have critically engaged with planned and spontaneous opportunities that arise in the city from Place-Based approaches to education
- Students will have critically reflected on their urban solo experience with specific reference to theories associated with phenomenology
- Students will have taken part in other experiential city-based outdoor learning activities that leads to further critical reflection on the relationship between theory and practice
- Students will have engaged in theories of reform pedagogy, ¿Inquiry as stance¿ and experiential education to understand the role of education as an agent of change
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|Graduate Attributes and Skills
|Keywords||Place-Based Education,Experiential Education,Reform Pedagogy,Phenomenology,sustainability
|Course organiser||Dr Robbie Nicol
Tel: (0131 6)50 9793
|Course secretary||Miss Malgorzata Litwinska
Tel: (0131 6)51 6363