Postgraduate Course: Foundations of Outdoor and Environmental Education (EDUA11465)
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 | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course explores the philosophical origins and historical development of outdoor and environmental education. The course aims to embody experiential approaches through conscious, democratic and critical approaches to learning that begin with the lived experiences of students and are orientated towards developing critically reflexive practice. The socio-ecological contexts of outdoor and environmental education are explored in relation to the forces and structures that shape them, with particular emphasis on questions of equity, inclusion, justice and sustainability. |
| Course description |
Foundations of Outdoor and Environmental Education explores the philosophical origins and historical development of outdoor and environmental education through participatory, collaborative and place responsive approaches to learning. The course aims to embody experiential approaches. That is, it will critically explore the nature of experience through experiential modes of learning. The lived experience of student¿s learning is fundamental to the socio-ecological approach employed in the course. Through genuine participation in their educational experience, the course aims to develop a powerful sense of agency that is orientated towards action and activism in students personal and professional practice. The roles of the socio-ecological educator are explored critically through a weaving of theory and practice both in the course and across the practical and theoretical aspects of the wider programme. The micro and macro contexts of outdoor and environmental education are explored in relation to the forces and structures that shape them, with particular emphasis on questions of equity, inclusion, justice and sustainability.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2025/26, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 12,
Fieldwork Hours 18,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Coursework 100%«br /»
Submission 1 ¿ Reflective account (50%) (LO 3&4) 2000 words or equivalent«br /»
Submission 2 ¿ Literature review (50%) (LO 1&2) 2000 words or equivalent«br /»
Final Grade an average of the two submissions with compensation.«br /»
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| Feedback |
The course is highly interactive and discursive. Feedback/forward will be constantly present from peers and tutors. Option to submit outline of reflection prior to first submission available - 500 words. Students will be provided feedback on their reflective account and literature review. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an understanding of the philosophical origins and theoretical development of outdoor and environmental education
- Critique the application of outdoor and environmental learning in relation to theory
- Critically reflect on the foundations of, and contemporary approaches to outdoor and environmental education with direct links to lived experience(s)
- Critically evaluate contemporary ideas concerning sustainability, social justice and equity in outdoor and environmental education
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Reading List
Gray, T. & Mitten, D. (2018). The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan: Cham.
Pike, E. & Beames, S. (2014). Outdoor adventure and social theory. Abingdon: Routledge.
Roberts, J. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge: New York.
Sterling, S. (2024). Learning and Sustainability in Dangerous Times. Agenda Publishing: Newcastle.
Thomas, G., Dyment, J. and Prince, H. (2021). Outdoor environmental education in higher education: International perspectives. International Explorations in Outdoor and Environmental Education. Springer International Publishing AG, Cham, Switzerland.
Wattchow, B., Jeanes, R., Alfrey, L., Brown, T., Cutter-Mackenzie-Knowles, A. & O'Connor, J. (2014). The Socioecological Educator: A 21st Century Renewal of Physical, Health, Environment and Outdoor Education. Springer: London.
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Additional Information
| Graduate Attributes and Skills |
On completion of the course students will be able to:
- have an understanding of contextually relevant ethics and values, self-awareness, mental flexibility and openness, resilience and a commitment to life-long learning
- be critically self-aware, self-reflective and self-manage in order to fully maximise potential
- recognise and address ethical dilemmas, social responsibility and sustainability issues, applying ethical and their own/organisational values to situations and choices
- be curious, creative, and take risks
- collaborate and debate effectively to test, modify and strengthen one's own views
- have an ability to work with people from a range of cultures and backgrounds
- effectively adapt emotions, thoughts and behaviours to environments that may be unfamiliar, uncertain and/or diverse
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| Keywords | experiential education,sustainability,socio-ecological educator,lived experience,reflexivity |
Contacts
| Course organiser | Mr Gavin MacKenzie
Tel:
Email: gmacken5@ed.ac.uk |
Course secretary | Mrs Melania Chaverri Coto
Tel:
Email: mchaverr@ed.ac.uk |
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