Through Adventure Education: Using a Socio-ecological Model in Adventure Education to Address Environmental Problems

Shooter, Wynn; Furman, Nate

doi:10.1007/978-94-007-7167-3_8

Cited by 3 publications

(5 citation statements)

References 26 publications

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“…Lugg 2007;Nicol 2014a, b) in OEE, we see that planetary connection and care, sustainable living, and climate action are often explicit learning outcomes which may come to life when teaching and learning in and through the outdoors. As Shooter and Furman (2014) explain, taking learning outside can enable the interrelationships between humans and planet to be seen and felt. Linking back to the 'shifting configuration of place' (Bayne et al 2020: 164), in a postdigital world marked by the climate and ecological crisis, the connection(s) between planetary health, ecological consciousness, and climate action are of the highest importance.…”

Section: Online and Outdoor Teaching And Learning In A Time Of Climate And Ecological Crisis (Jack Reed)mentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

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This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.

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Section: Online and Outdoor Teaching And Learning In A Time Of Climate And Ecological Crisis (Jack Reed)mentioning

confidence: 99%

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

et al. 2021

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“…Using adventure activities for education were studied in many papers (e.g. : Thomas, 2005;Hanna, 1995;D'Amato & Krasny, 2011;McKenzie, 2000;Shooter & Furman, 2014;Martin, 2004;Dresner & Gill, 1994;Attarian, 2001;Brown & Jones, 2021;Sandell & Öhman, 2013;Karppinen, 2012;Palmberg & Kuru, 2000). The term ´guerrilla gardening´ was introduced in 1973 by Liz Christy, a young oil painter living and working in New York.…”

Section: Methodsmentioning

confidence: 99%

“…(Gu et al, 2012) Guerrilla gardening is very close to adventure education which can awaken motivation through unusual challenging activities even of less motivated students. Shooter & Furman (2014) mentioned in their study three benefits of adventure education and socio-ecological models: "First, both adventure education and socio-ecological models regard positive behaviour change as a desired outcome. Second, adventure education and socio-ecological models both offer insights to address environmental problems.…”

Section: Methodsmentioning

confidence: 99%

Proceedings of the 15th Conference Public recreation and landscape protection - with environment hand in hand!

2024

Public Recreation and Landscape Protection - With Environment Hand in Hand…

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Agroecology is a scientific subject, an innovative practice and a social movement, which studies ecological processes in relation to agro-food systems, providing new concepts and tools for mainstreaming advanced management strategies of the agroecosystems. The implementation of Agroecology principles may strongly benefit from Biosystems Engineering techniques. Indeed, their synergical integration may contribute to the reduction of the environmental footprint of agriculture, while protecting biodiversity and ecosystems, so leading to better techniques, materials and tools for planning the rural landscape. Several techniques characterized by an eco-friendly impact are currently investigated by Biosystems Engineering, e.g.: building elements for bio-architecture, produced/integrated with natural materials (bricks insulated with straw/wool; concrete reinforced with natural fibers; "adobe" bricks; etc.); Nature-Based Solutions (NBS); fully biodegradable materials (e.g., for soil mulching); remote-sensed data (from drone/satellite) exploited for precision agriculture, to optimize the use of resources (water; soil; agrochemicals; etc.). These solutions may support the formulation of strategies for re-designing agroecosystems at the landscape level, focusing on ecosystem services, biodiversity, water conservation, crop/livestock production, agrochemicals limitation, pollution reduction, and climate change adaptation. This review paper presents the main technical solutions of Biosystems Engineering for Agroecology, able to integrate territorial planning, reducing pollution from agriculture and protecting the rural landscape.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Guerrilla Gardening as a Challenge in Environmental Education?

Dundelová$$

2024

Proceedings of the 15th Conference Public Recreation and Landscape Protection - With Environment Hand in Hand!

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Currently, in the context with the concept of sustainability, emphasis is placed on ecological education and environmental problems in education, while pupils and students are increasingly separated from nature and from activities connected with a real contact with nature. Therefore, students' ecological ideas often end with sorted waste and reports on current ecological disasters. In this paper are considered the possibilities of using a controversial activity -guerrilla gardening -to increase students' interest in their surroundings, in the study of ecosystems and in their active contact with nature. The paper also discusses the possibilities and limitations of this activity with an emphasis on environmental responsibility.

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Through Adventure Education: Using a Socio-ecological Model in Adventure Education to Address Environmental Problems

Cited by 3 publications

References 26 publications

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

Proceedings of the 15th Conference Public recreation and landscape protection - with environment hand in hand!

Guerrilla Gardening as a Challenge in Environmental Education?

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