This theoretical paper aims to contribute to the debate about a perceived activity-environment tension in outdoor education. Tim Ingold's extensive writings on enskilment are used to explore what it means to be skillful in outdoor activities and how this can contribute to dwelling in outdoor places. Four 'threads' of enskilment -taskscape, guided attention, storytelling and wayfinding -are each discussed in terms of how they contribute to the way that leaners learn to become enskiled. Discussions of Ingold's ideas are coupled with van Manen's insights into the pedagogic moment to describe what is required of the educator to teach for enskilment. The authors' draw examples from their teaching experiences on coastal outdoor education programmes and conclude by suggesting some practices that favour an enskilment approach.

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