Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human–nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between “place” and “pedagogy” to suggest a reimagined role of the sublime that fosters more empathetic human–nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human–nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human–nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.

中文翻译：

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重新构想的崇高：户外探险教育中走向深入的人与自然关系

背景：当前户外探险教育的研究主张更深入地关注地点以及地点和超越人类的世界在教学过程中所扮演的角色。然而，对 OAE 根源的历史和社会文化分析揭示了一种鼓励对抗性人与自然关系以追求以人类为中心的结果的教育方法。使用崇高环境来实现这些目的并不自然地与最近通过 OAE 促进环境行为的尝试相一致。目的：这项研究解决了“场所”和“教育学”之间的模糊性，提出了重新构想崇高的角色，以培养更具同理心的人与自然关系。方法/途径：本研究利用哲学现象学和后定性分析来论证以培养同理心的人与自然关系的方式参与崇高环境。发现/结论：我主张在建造之前就认识到崇高体验的物质方面，并且可以激发同理心和互惠的人与自然关系。含义：将崇高重新想象为一种物质现象，它是相关的，并提倡谦逊、尊重和关心人类世界的美德。