ABSTRACT

Outdoor education in Ireland, as in many countries, takes place in a variety of physical locations ranging from urban to wilder, minimally human influenced environments. Irish public outdoor education providers have traditionally placed little emphasis on cultural understandings of the places where learning occurs. Moreover, outdoor education commonly demonstrates characteristics of a McDonaldized experience as opposed to a place-based experience. This paper explores two topics that may help to explain why place is not to the fore in teaching and learning in Irish outdoor education practice: historico-cultural relationships with the land, and the impact of the rationalisation of place on outdoor education. We approach this conversation from the belief that places, as well as people, can teach and that a more conscious pedagogical engagement with place encourages deeper, richer learning experiences. We conclude this paper by outlining how a more place-focused practice may be developed in (Irish) outdoor education.

摘要

与许多国家一样，爱尔兰的户外教育在各种物理地点进行，从城市到荒野、人类影响最小的环境。爱尔兰公共户外教育机构传统上很少强调对学习地点的文化理解。此外，户外教育通常表现出麦当劳化体验的特征，而不是基于地点的体验。本文探讨了两个主题，这两个主题可能有助于解释为什么在爱尔兰户外教育实践中，地点在教学和学习中并未占据主导地位：与土地的历史文化关系，以及地点合理化对户外教育的影响。我们基于这样的信念来进行这次对话：地方以及人，可以教学，并且更有意识地进行教学，可以鼓励更深入、更丰富的学习体验。我们通过概述如何在（爱尔兰）户外教育中发展更加注重场所的实践来结束本文。