Learning in Eden: The Philosophy of Outdoor Education of the SCOPE Outdoor Learning Laboratories Program.

Autor/in	O'Grady, Jerome
Institution	New York State Office of Parks and Recreation, Albany.; Long Island State Park and Recreation Commission, NY.; SCOPE Outdoor Learning Laboratories, Kings Park, NY.
Titel	Learning in Eden: The Philosophy of Outdoor Education of the SCOPE Outdoor Learning Laboratories Program.
Quelle	(1975), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Educational Philosophy; Elementary Secondary Education; Environmental Education; Experiential Learning; Guidelines; Instructional Materials; Learning Processes; Outdoor Education; Program Content; Sensory Experience; Teacher Responsibility; Teacher Role; Teaching Methods; New York + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bildungsphilosophie; Erziehungsphilosophie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Richtlinien; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess; Freiluftunterricht; Programmgestaltung; Sinnerfahrung; Lehrverpflichtung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Designed as a guide in inservice preparation and as a reference in planning and conducting outdoor lessons, this statement of philosophy will help teachers who participate in the Outdoor Learning Laboratories program understand the aims and methods of outdoor education. To educate children is, of course, the ultimate purpose of outdoor education. It is hoped that professional understandings of the educational processes involved will help children learn school subjects through outdoor experiences and especially help them become deeply aware of the importance and beauty of the natural environment. Outdoor teaching differs from classroom teaching by creating an experiential relationship between the student and the material to be studied and by creating informal, personalized patterns within the learning situation. Outdoor education as most commonly practiced supplements those disciplines which pertain to environmental studies but should encompass aspects of the social sciences and humanities as well. Lesson plans should be designed to involve the child's body and each of his senses. While experiential learning may involve activation of the rational faculties and memory, as does classroom learning, to be truly experiential it must also activate other inner powers such as imagination, emotion, insight, and judgment. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC