Wilding Liability in Education: Introducing the Concept of Wide Risk as Counterpoint to Narrow-Risk-Driven Educative Practice

Autor/in	Beeman, Chris
Titel	Wilding Liability in Education: Introducing the Concept of Wide Risk as Counterpoint to Narrow-Risk-Driven Educative Practice
Quelle	In: Policy Futures in Education, 19 (2021) 3, S.324-338 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beeman, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320978096
Schlagwörter	Risk; Outdoor Education; Educational Policy; Risk Management; Mental Health; Injuries; Physical Health; Environment; Ethics; Public Education; Safety; Educational Practices; Teaching Methods; Outcomes of Education; Learning Processes; Accidents; Educational Benefits; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Risiko; Freiluftunterricht; Politics of education; Bildungspolitik; Risikomanagement; Psychohygiene; Gesundheitszustand; Umwelt; Ethik; Öffentliche Erziehung; Sicherheit; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Learning process; Lernprozess; Bildungsertrag; Ausland; Kanada
Abstract	Consideration of risk and liability in outdoor educative practice has normally been limited to the narrow risks, usually to physical health, of incidents that can cause a particular injury. In this view of risk management, the more readily controlled the circumstance, the less likelihood of risk and consequent liability. Thus, to reduce risk, learning in the natural world is often avoided because it occurs in far more complex and less controllable contexts than human-created ones. However, wider and more grave risks to physical, emotional and mental health that may accrue through a life that is lived in separation from the natural world are not often considered or evaluated. In part, this may be because these kinds of risks are less immediately evident, and liability for negative outcomes may be more difficult to measure. Thus, there is less incentive to consider them. However, delayed outcomes are still outcomes. To consider easily discerned "narrow risk" alone, while ignoring more complex and longer-term "wide risk," is no excuse for avoiding the ethical responsibility that public education carries to provide both the safest "and" most fecund context for learning. This paper introduces the concept of wide risk as a counterpoint to the narrow risk calculations now performed, and argues that in incorporating an understanding of wide risk in educative practice, at least two results are likely. The first is that learning outdoors will frequently be discovered to be a less risky alternative, if a broad range of outcomes over time are considered. The second is that the value of embracing risk in all aspects of learning ought to become a part of the learning process, and part of what is taught in public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01