Outdoor adventure in promoting relationships with nature

By Peter Martin. 2004

109 citations recorded by the source corpus.

Critical outdoor education seeks to promote improved human to nature relationships. As academics and teachers strive to develop theory and practice appropriate for such outcomes, the traditional role of adventure activities is being scrutinized. This paper draws on a two year qualitative study which traced changes in human/nature relationships reported by a group a university students as a consequence of involvement in an outdoor education programme. From the many outcomes of the study, the following discussion extracts and concentrates on the role outdoor adventure activities can play in shaping connectedness to nature within outdoor education. Results suggest that adventure can be a very powerful tool for green outdoor education and that deskilling activities as a means of enhancing environmental outcomes may be counterproductive for some students.

Subfields: Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7892e33364b4220328db12cf51fafa05708d6584

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Management, Monitoring, Policy and Law

1. A. Hunt
2. R. Lumber
3. Miles Richardson
4. R. Young
5. B. Moorhouse
6. J. Dobson
7. D. Abson

In Social Psychology

1. A. Hunt
2. R. Lumber
3. Miles Richardson

Citations in the corpus

• Applying the pathways to nature connectedness at a societal scale: a leverage points perspective (2020, background): “Less prescriptive outdoor adventure activities that involve exploring the physical environment in an individual way have been found to be important for a connected relationship with nature (Martin 2004).”