Introduction
Outdoor Education – Between Experience, Place, and New Challenges for Pedagogy
Abstract
Contemporary social, cultural, and ecological transformations encourage pedagogy to reconsider the significance of place, experience, and the relationship between human beings and their environment. In this context, outdoor education is viewed not only as an alternative way of organizing the teaching and learning process, but also as an important field of reflection on learning, development, well-being, autonomy, and environmental responsibility. This issue of the journal is devoted to the analysis of the problems, dilemmas, and new directions in the development of outdoor education. The contributors address tensions between nature and culture, experience and knowledge transmission, safety and risk, as well as individualization and standardization in education. This perspective makes it possible to view outdoor education as a space for critical reflection on contemporary schools and preschools and their capacity to respond to the challenges of a rapidly changing world. Outdoor education is presented as an important direction in the development of pedagogy, inspiring a renewed consideration of where, how, and with whom the process of learning takes place.References
Albrecht, G. (2019). Earth emotions: New words for a new world. Cornell University Press. https://doi.org/10.7591/cornell/9781501715228.001.0001
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge. https://doi.org/10.4324/9780203816011
Brown, M. (2008). Comfort zone: Model or metaphor? Australian Journal of Outdoor Education, 12(1), 3–12. https://doi.org/10.1007/BF03401019
Bruner, J. (2007). Kultura edukacji (T. Brzostowska-Tereszkiewicz, Trans.). Towarzystwo Autorów i Wydawców Prac Naukowych Universitas.
Dewey, J. (1938). Experience and education. Macmillan.
Dillon, J., & Dickie, I. (2012). Learning in the natural environment: Review of social and economic benefits and barriers. Natural England. https://publications.naturalengland.org.uk/publication/1321181
Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: An exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735–752. https://doi.org/10.1080/13504622.2013.833596
Hakkarainen, K., & Paavola, S. (2009). Toward a trialogical approach to learning. In B. Schwarz, T. Dreyfus & R. Hershkowitz (Eds.), Transformation of knowledge through classroom interaction (pp. 65–80). Routledge.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Latour, B. (1993). We have never been modern (C. Porter, Trans.). Harvard University Press.
Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australasian Journal of Early Childhood, 33(2), 33–40. https://doi.org/10.1177/183693910803300206
Louv, R. (2014). Ostatnie dziecko lasu (A. Rogozińska, Trans.). Grupa Wydawnicza Relacja.
Malone, K., & Waite, S. (2016). Student outcomes and natural schooling. Plymouth University.
Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years: An International Journal of Research and Development, 27(3), 255–265. https://doi.org/10.1080/09575140701594400
Priest, S. (1986). Redefining outdoor education: A matter of many relationships. The Journal of Environmental Education, 17(3), 13–15. https://doi.org/10.1080/00958964.1986.9941413
Taylor, A.F., Kuo, F.E., & Sullivan, W.C. (2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology, 22(1–2), 49–63. https://doi.org/10.1006/jevp.2001.0241
Tuuling, L., Õun, T., & Ugaste, A. (2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358–370. https://doi.org/10.1080/14729679.2018.1553722
Waite, S. (2007). ‘Memories are made of this’: Some reflections on outdoor learning and recall. Education 3–13, 35(4), 333–347. https://doi.org/10.1080/03004270701602459
Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65–82. https://doi.org/10.1080/03004270903206141
Wattchow, B., & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Monash University Publishing.
Wells, N.M. (2000). At home with nature: Effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775–795. https://doi.org/10.1177/00139160021972793
Wells, N.M., & Evans, G.W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311–330. https://doi.org/10.1177/0013916503035003001
Wilson, E.O. (1984). Biophilia. Harvard University Press.
Copyright (c) 2026 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
