Location
Title Statement Experiential learning and outdoor education : traditions of practice and philosophical perspectives
Publication, Distribution, etc. (Imprint) Routledge, Abingdon, Oxon : 2020
Physical Description xi, 134 pages : illustrations ; 23 cm.
General Note
Formatted Contents Note Introduction / Jim Parry -- Experiential pedagogy in the Czech Republic / Ivo Jirásek and Ivana Turčová -- Experiential learning in the outdoors : the Norwegian tradition / Helga Synnevåg Løvoll -- Influences on Anglophone approaches to outdoor education / Pete Allison -- Wilhelm Dilthey : lived experience and the symbolic productivity of the body / Jiří Klouda -- Learning as differentiation of experiential schemas / Jan Halák -- John Dewey's conceptualisation of experience / John Quay -- The long-term influence of expeditions on people's lives / Maria-Jose Ramirez, Pete Allison, Tim Stott and Aaron Marshall -- Transformative experience as a change of horizon / Ivo Jirásek.
Summary, etc This book adds to the theoretical development of the emerging fields of experiential learning and outdoor education by examining the central concept, 'experience', and interrogating a central claim of experiential learning: whether, and if so how, a short-term singular experience can transform a participant's life as a whole and in a permanent way. While such a possibility has been corroborated by the personal testimonies of participants, and the activities of instructors over many years, the book argues that we must go beyond this kind of 'evidence'. In comparing Anglophone and continental approaches and drawing on the work of Dewey, Dilthey and Merleau-Ponty in the philosophy of experience, Experiential Learning and Outdoor Education presents the first detailed review of the concept of 'experience' in European philosophy, as applied to outdoor experiential learning. A vital insight into the field, this is important reading for students and researchers working in the philosophy of sport, and pedagogical theory, especially in areas relating to the outdoors, but also to experiential education more generally.
Index Term - Uncontrolled
Added Entry - Personal Name
Additional Physical Form Entry ebook version : ISBN 9781000693157
ISBN
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*504 $aIncludes bibliographical references and index.
*5058 $aIntroduction / Jim Parry -- Experiential pedagogy in the Czech Republic / Ivo Jirásek and Ivana Turčová -- Experiential learning in the outdoors : the Norwegian tradition / Helga Synnevåg Løvoll -- Influences on Anglophone approaches to outdoor education / Pete Allison -- Wilhelm Dilthey : lived experience and the symbolic productivity of the body / Jiří Klouda -- Learning as differentiation of experiential schemas / Jan Halák -- John Dewey's conceptualisation of experience / John Quay -- The long-term influence of expeditions on people's lives / Maria-Jose Ramirez, Pete Allison, Tim Stott and Aaron Marshall -- Transformative experience as a change of horizon / Ivo Jirásek.
*520 $aThis book adds to the theoretical development of the emerging fields of experiential learning and outdoor education by examining the central concept, 'experience', and interrogating a central claim of experiential learning: whether, and if so how, a short-term singular experience can transform a participant's life as a whole and in a permanent way. While such a possibility has been corroborated by the personal testimonies of participants, and the activities of instructors over many years, the book argues that we must go beyond this kind of 'evidence'. In comparing Anglophone and continental approaches and drawing on the work of Dewey, Dilthey and Merleau-Ponty in the philosophy of experience, Experiential Learning and Outdoor Education presents the first detailed review of the concept of 'experience' in European philosophy, as applied to outdoor experiential learning. A vital insight into the field, this is important reading for students and researchers working in the philosophy of sport, and pedagogical theory, especially in areas relating to the outdoors, but also to experiential education more generally.
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This book adds to the theoretical development of the emerging fields of experiential learning and outdoor education by examining the central concept, 'experience', and interrogating a central claim of experiential learning: whether, and if so how, a short-term singular experience can transform a participant's life as a whole and in a permanent way.
While such a possibility has been corroborated by the personal testimonies of participants, and the activities of instructors over many years, the book argues that we must go beyond this kind of 'evidence'. In comparing Anglophone and continental approaches and drawing on the work of Dewey, Dilthey and Merleau-Ponty in the philosophy of experience, Experiential Learning and Outdoor Education presents the first detailed review of the concept of 'experience' in European philosophy, as applied to outdoor experiential learning.
A vital insight into the field, this is important reading for students and researchers working in the philosophy of sport, and pedagogical theory, especially in areas relating to the outdoors, but also to experiential education more generally.