Abstract
Time, and our experiences of it, warrants attention in ‘place’ pedagogies in outdoor education. Place typically involves the experience of a geographical location, a locale for interacting socially and/or with nature, and the subjective meanings we attach over time to the experience. Place, however, cannot be severed from the concept and practice of time, as seems to be occurring in the discourse of outdoor education. The way outdoor educators carefully conceive of, plan for, manage and pedagogically practice time may, in our view, positively facilitate an introductory ‘sense’ of place. We illustrate the under-theorised relationship of time and place in outdoor and experiential education via a case study of a semester-long undergraduate unit, Experiencing the Australian Landscape. It reflexively describes how two post-traditional outdoor educators working in the higher education sector have assisted pre-service experiential and outdoor educators to sense, explore, conceptualise and examine how ‘slow’ time is important in ‘placing’ education in nature.
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About the authors Phillip is the Course Director of Sport and Outdoor Recreation (SOR) and Brian is its Academic Coordinator of Experiential Learning Programs in SOR in the Faculty of Education at Monash University. Both are foundation members of the Movement, Environment and Community (MEC) Research Node that Phil leads. MEC advances two broad platforms in its research, teaching, higher degree supervision and community engagements. We contribute to the ecological development of active communities through the transdisciplinary study of movement experiences and environmentally sensitive outdoor recreations as they occur in a variety of social circumstances, geographical conditions and cultural settings. At a pedagogical level, we develop the evidence-base about the value, richness and efficacy of experiential education. At a theoretical level, we contribute to the philosophy of social-ecology. Our ‘ecological’ and ‘transdisciplinary’ approach to the scholarly study of movement, environment and community emphasises the links of pedagogy and philosophy, body and mind, self and world, outdoors and indoors, and practices and policy. MEC’s research directly informs and reflects developments in our undergraduate Sport and Outdoor Recreation (SOR) programs and are an example of research-led-teaching and education-led-research. Brian and Phil have extensive experience in coastal studies and conservation, experiential education and aquatic-based recreations. Emails: Phillip.Payne@Education.monash.edu.au, Brian. Wattchow@Education.monash.edu.au
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Payne, P.G., Wattchow, B. Slow pedagogy and placing education in post-traditional outdoor education. Journal of Outdoor and Environmental Education 12, 25–38 (2008). https://doi.org/10.1007/BF03401021
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DOI: https://doi.org/10.1007/BF03401021