Outdoor education and school curriculum distinctiveness: More than content, more than process
Outdoor education and school curriculum distinctiveness: More than content, more than process
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户外教育和学校课程的独特性：不仅仅是内容，不仅仅是过程
DOI：
10.1007/bf03400993
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发表时间：
2016
影响因子：
2
通讯作者：
J. Quay
中科院分区：
文献类型：
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作者：
J. Quay
多年来，我们这些在澳大利亚从事户外教育课程工作的人一直围绕户外教育的定义问题进行争论。我们声称这样做是为了澄清我们在教育上追求的目标，我们的目的，不仅是为了我们自己，也是为了他人，这样我们就可以在学校课程的其他科目中合法地表明我们的立场，我们自己的一小块教育地盘。然而，这场辩论从来都不是一件容易的事，任何试图解决这一问题的尝试似乎都不可避免地会解决一些问题，同时加剧其他领域的紧张局势。在本文中，我探讨了户外教育在学校课程中的定位问题的两种最新方法：独特性问题和不可或缺性问题。然后，通过涉及澳大利亚和美国课程历史的历史考察，我强调了语言使用转变造成的一些困难。最后，我认为，引用20世纪50年代美国出现的户外教育的定义，户外教育的独特性既不在于知识体系（内容），也不在于技能和实践（过程），而在于更深层次的教育理解，强调存在方式。
For many years now, those of us engaged with outdoor education curriculum work in Australia have been debating questions which orbit around the issue of defining outdoor education. We claim to be doing so in order to clarify what we are pursuing educationally, our purpose, not only for ourselves but for others, so that we can legitimately stake out our position, our own little piece of educational turf, amongst the other subjects in the school curriculum. However, this debate has never been easy and any attempts to bring it to a resolution inevitably, it seems, settle some issues while heightening tensions in other areas. In this paper I explore two of the more recent approaches to the question of outdoor education’s positioning in the school curriculum: the question of distinctiveness and the question of indispensability. Then, through an historical excursion involving Australian and US curriculum history, I highlight some of the difficulties created by shifts in language use. Finally I argue, using definitions of outdoor education that emerged in the United States in the 1950s, that the distinctiveness of outdoor education lies in neither a body of knowledge (content) nor skills and practices (process) but in a deeper level of educational understanding which emphasizes ways of being.