Welcome to EOE 414

1
Welcome to EOE 414
Implementation of Outdoor Education
Programs Sustaining Wellbeing through Health,
Outdoor and Physical Education (HOPE) Pedagogy
in education
2
Agenda for today

• Coming to our Senses discussion
• Revisiting definitions
• Challenging our understanding of the purpose of
  education

3
Adding to the voices calling for the
re-orientation of teacher education to address
sustainability Helping others understand the
importance of integrality an its implications for
the way we do teacher education
4
Given the uncertainty, sustainable has become
the new organic an important if unclear label
subject to hype, misrepresentation and opportunism
5
Heightening ones awareness to

• The importance of re-orienting pre-service
  teacher education to address social and
  ecological justice
• Understanding the concept of integrality in
  relationship to education and preparing
  pre-service teachers
• The significance of redefining the place of
  education in our society and the experience of
  becoming a teacher

6
At present there are differences of opinion for
all peoples do not agree as to the things that
the young ought to learn, either with a view to
virtue or with a view to the best life, nor is it
clear whether their studies should be regulated
more with regard to intellect or with regard to
character. (Aristotle - 384-322 BCE)
7
Engaging all formal, non-formal and even informal
education, public awareness, and training
programs at all levels to learn and to educate
our way out of what currently appears as an
unsustainable future (Hopkins, 2008)
8
It is challenging to think about how, together,
we can change the way we prepare pre-service
teachers when one considers the importance of
sustainability and the political and economic
realities of the world today. Re-orienting
pre-service teacher education to address
sustainability is a low priority for many in our
society. (Pickard, 2007)
9
The phenomenological absence of knowledge-filled
experiences that engage and mesh pre-service
teachers in the realities of education for
sustainable development is insane. (Pickard,
2008)
10
Most, if not all teacher preparation
institutions, are committed to ideals of service,
outreach and the collaborative processes that
flourish in a community of caring and mutual
respect. Experiencing becoming a teacher
involves all of this, but must now be re-oriented
so that experiencing education for sustainable
development is in essence, the way of becoming a
teacher. (Pickard, 2008)
11
In your learning group share your jot notes and
ideas related to your understanding of Coming to
Our Senses and be prepared to discuss in the
larger group
12
Integrality
Ownership
Traditional
Process
Experiential Multi-sensory Unique learning
environments Interdisciplinarity Spiritual
Groupness
Trust
Risk
Responsibility
13
Definitions definitions

• Outdoor education is..."the use of experiences in
  the outdoors for the education and development of
  the whole person"

14
Definitions

• Outdoor education is...education 'in', 'about',
  and 'for' the
• out-of-doors.

15
Definitions

• Outdoor education is..."an experiential method of
  learning with the use of all senses.  It takes
  place primarily, but not exclusively, through
  exposure to the natural environment.  In outdoor
  education, the emphasis for the subject of
  learning is placed on relationships concerning
  people and natural resources."

16
Definitions

• Outdoor education is..."an international,
  experiential education phenomenon which engages
  people in adventurous activities for enhancement
  of the well-being of individuals, communities,
  and the environment" (Neill, 2002)

17
Outdoor Education

• Outdoor Education is an educational
  methodological process or pedagogy
• that is interdisciplinary in scope
• that is experiential in nature
• that takes advantage of unique learning
  environments
• that involves all senses and,
• that is spiritual in outcome.

18
InterdisciplinarityLink

• Meaning Interdisciplinarity occurs when
  disciplines intermesh and collaborate among
  themselves.
• The notion provides students with an opportunity
  to create and pursue interdependent, innovative
  teaching which does not fit into traditional
  disciplinary categories.

19
ExperientialLink

• "experiential education is a process through
  which a learner constructs knowledge, skill and
  value from direct experience."

20
Learning Environments
21
SpiritualityLink

• Spiritual wellness does not just happen. It
  requires time and attention. Unless it is
  nourished and exercised regularly, it will not be
  there to support us when we need it to counteract
  cynicism and despair. How do we go about getting
  in touch with our core and developing into
  spiritually healthy beings? A first step is to
  create an atmosphere that invites spiritual
  development. Time must be set aside to be quiet
  for solitude, reflection, and meditation.

22
Multi-sensory Link

• Albert Einstein said, 'Learning is experiencing.
  Everything else is just information.' His insight
  suggests that we must experience our learning by
  using our complex sensory systems. Our species
  has an innate need to see, touch, taste, feel,
  and hear the features of any new object in order
  to understand it better," (Wesson, 2002).

23
Creative TensionChallenging our understanding of
the purpose of education
24
Creative and Emotional TensionChallenging our
understanding of the purpose of education
25
http//www.pbs.org/moyers/journal/12212007/watch.h
tml
26
Purpose GoalsExpectationsCourse
OutlineExpectations
27
Foundational understanding

• Learning, which takes into consideration unique
  and appropriate educative environments that
  reinforce and heighten ones awareness of the
  importance of experiential, interdisciplinary,
  and multi-sensory knowledge
• Learning, which reinforces the value of a
  developmental persona, which reflects an
  individuals understanding of self-responsibility
  and caring as related to sustaining wellbeing
• Learning, which reflects the merits of a
  teacher/educational administrator decision-making
  process that functions to provide best practice
  for ensuring transference of knowledge and skill

28
Foundational understanding

• Learning, which takes into consideration the
  developmental nature of the learning process
• Learning, which reinforces the connectedness and
  integrality of place, context, and relevance so
  that what is learned reflects current and
  possible future needs related to sustaining
  wellbeing and,
• Learning, which considers contemporary and
  integral educational theories as a basis of study.

29
Fostering hope a leaders first and last task
Personalizing learning re-writing the scripts
for what schools are to look like and do
developing synergistic partnerships, amidst
complexity deliberately engage collective
sagacity innovating our means and approaches to
knowledge transfer and creating situated, then
global, epidemics of educational excellence.
(Caldwell (2005)
I am simply riding on the momentum by adding
hope-fostering as a crucial element to our
re-imagining the transformational frames and
functions that we must undertake for the outcomes
we wish to attain.
30
Next Experience

• Reading and Debate
• Reflecting on Educational Programming
• Developing a learning strategy

Walker (2006)