Character Through Outdoor Adventure Education? The (Delimiting) Hope of Modern Virtue Ethics

Abstract

Background: The long-held assumption of character development through outdoor adventure education (OAE) maintains some adherents; however, growing criticism calls into question its efficacy. Yet, current social/environmental crises signal the immediate importance of moral education. Purpose: This article highlights the importance of character in moral assessment and guidance and registers the need for an account of character relevant to OAE’s social/environmental aims. It suggests a modern virtue ethical lens as a philosophical and practical way forward for OAE’s moral educational mission. Approach: This article searches the OAE literature for substantiating evidence (rational and empirical). Then, in light of this search, a virtue ethical account of character, including its development, and relevance to OAE, is outlined. Conclusions: Evidence for character development through OAE is nearly non-existent, and semantic, philosophical, and empirical critiques loom large. If OAE wishes to continue its moral mission, then an account of character—promisingly provided in virtue ethical theory(s)—that can withstand these critiques is needed. Implications: Applied to OAE, modern virtue ethical theory provides an account of character, copes with the critiques, and supplies socially/environmentally relevant curricular and pedagogical guidance for future practice, while likely delimiting our claim to character development.

Key Factors In Character Education

“…(Kesi, 2023). The importance of further character education is highlighted by its potential to contribute to the social and environmental goals of open-air adventure education, which emphasizes the wider social impact (Stonehouse, 2020).…”

Folklore with Value Clarification Technique: Its Impact on Character Education of 8-9-Year-Old Students

“…Issues related to character education have been widely discussed in various studies. The topics discussed in previous studies are the implementation strategy (Aningsih et al, 2022;Berkowitz, 2021), the importance of character education (Stonehouse, 2021), narrative changes that occur in character education (Handsman, 2021), its relationship to the teacher's personality (Lukman et al, 2021), effects on social life (Wagner et al, 2021), responses to character education (Kristjánsson, 2021), issues of evaluating character education (McGrath, 2021). Character education is an important topic to be studied continuously.…”