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Lect 8 env sustainability in oe 2013
The document addresses the complexities of outdoor education, emphasizing the distinctions between various roles such as educators, therapists, and leaders while exploring the importance of environmental sustainability. It critiques personal development myths, highlights the significance of resilience, and discusses the relationship between education and sustainability through different perspectives on nature and development. Additionally, it poses questions regarding the values necessary for promoting strong sustainability and critiques conventional assumptions about the effectiveness of education.
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Lect 8 env sustainability in oe 2013
- 1. OEEDU5001 Concepts in OutdoorEducation Week nine Environmental Sustainability in Outdoor Education
- 2. Therapy, development and outdoorleadership demand differing professional skills and knowledge – don’t trick yourself into thinking they are the same! (Although many recreation leaders may well be outdoor educators and the other way around?!!) BUT we are not therapists!
- 3. The pressure ison young people!
- 4. Myths in personaldevelopment
- 5. Myths in personaldevelopment Character development is argued. But virtues do exist with some transfer. However, transfer is problematic unless context is considered and transfer fostered via efficacy links. Positive psychology focus on happiness. (3 components = joy, flow and meaning)
- 6. Building resilience/happiness Identify characterstrengths and then use those Examine fears Identify bodily responses to fear – cope! Focus on positive skills you have to cope with fears. Feedback, learning, coping Power of positive thinking on performance Posture, self image and performance
- 7. Influencing resilience – 7abilities Emotion regulation Impulse control Empathy Optimism Causal analysis Self efficacy Reaching Out Revich, K & Shatte, A (2003). The resilience Factor. NY, Broadway Books
- 8. Jumping to conclusions= salience bias Fundamental error of internality = seek external sources as well. (It’s not all about them) False consensus = over generalise Actor observer bias = how did others and context contribute? (It’s not just about me) Avoid thinking stuff ups Recall attribution theory biases
- 9. Stability vs instability= what is changeable and controllable? Distinctiveness = what is the critical behaviour factor here? Communication skills = give and receive in each domain. (receive = paraphrase, impression check, describe behaviour/ send = clear statements, describe feelings, show behaviour)
- 10. OEE and thenatural world
- 11. Possible outcomes inOE to do with the natural environment Experience of the environment Environmental appreciation Environmental knowledge Environmental relationship critique Are any of these more unique or distinctive for OE to promote and foster in schooling?
- 12. Experience of nature Directfirst hand being in and with nature. Personal knowledge Tacit knowledge Sense of place Use of six senses
- 13. Environmental appreciation Affective component(feeling/emotional). A liking for nature just because it feels or seems pleasant. The beginning of a relationship with nature? Differing perspectives or metaphorical images of nature exist (imply behaviours, values and language).
- 14. Environmental knowledge Cognitive component(belief/knowledge) In OEE there are types of knowing nature, eg: As a scientist = rational / reductionist As a naturalist = based in curiosity and lived observation As an outdoor person through pursuits as a way of knowing.
- 15. Environmental relationship critique Socially criticalperspective. In OEE you could have an aim of education for sustainability (EfS). Uses OE’s capacity to look back at: What living well/sustainably might mean What is needed for living well/sustainably Our relationship with technology Our understanding of knowledge of importance Our relationship with place, space and time.
- 16. Sustainability Sustainable development “meetsthe needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland 1987, p. 8) – (Agenda 21 Rio summit 1992)
- 17. But, isn’t developmentthe root cause of un-sustainability? Politics of unsustainability = paradox of global agreement on need for change but no meaningful action (Mickey Mouse sustainability).
- 18. Models of sustainabilityeconomic, social and environmental components (political?) Economy Social Enviro Triple bottom line (weak sustainability) Social Enviro Economic Mickey Mouse Enviro Social Economy Strong sustainability
- 19. What do youthink are important values to promote in society to enable strong sustainability?
- 20. Strong sustainability values? Placingimportance on non-material sources of happiness Removing the perceived link between economic growth, material possessions and success. Affirming the interdependence of all people (respect, fairness, cooperation, gratitude, compassion, humility) Affirm values of local communities – decrease footprint and increase cooperation. Valuing nature intrinsically – environmental responsibility and integrity of ecosystems.
- 21. So what iseducation for? What should we measure the success of education against?
- 22. So what iseducation for? “The conventional wisdom holds that all education is good and the more of it we have the better… The truth is that without significant precautions, education can equip people merely to be more effective vandals of the earth” (David Orr, 2004, p. 5).