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ABSTRACT
The recent surge in interest in progressive education ideas has often been accompanied by an increased advocacy for learning outdoors, with experiential and holistic learning approaches considered the most beneficial method for cultivating personal and social development and raising awareness of contemporary environmental concerns. However, theoretical and practical unease exists about how increased opportunities to learn outdoors can help young people to reflect on their experiences and make sound decisions. The paper reviews the contribution of John Dewey to debates about experiential education and the development of moral deliberation; as for Dewey there are strong connections between cognition, character and actions. This leads, in conclusion, to analysis of outdoor learning prospects and the extent to which these can benefit personal responsibility and social interaction, and provides learners with the capacity to make dependable voluntary decisions that display stable states of character.
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Malcolm Thorburn
Dr Malcolm Thorburn is a Lecturer in Education and Physical Education at the Moray House School of Education, University of Edinburgh. His main research interests are on professional change issues for teachers, especially in terms of conceptualizing educational values, curriculum planning and enhancing pedagogical practices. His recent publications cover a range of educational journals including, as first author, recent articles in Sport, Education and Society; Journal of Curriculum Studies; Oxford Review of Education and the British Educational Research Journal. He is the Editor of Wellbeing, Education and Contemporary Schooling. Routledge: London. 2017.