M1 - Introduction to Course

Outdoor Learning

An experiential process that primarily occurs through exposure to outdoors

• Emphasizes 5 key relationships (according to Priest, 1986)

Outdoor Learning Key Relationships

1. Intrapersonal

2. Interpersonal

3. Ecosystemic

4. Ekistic

5. Spiritual

Intrapersonal

Participant relating to oneself

• e.g. building self-esteem, resilience, confidence

Interpersonal

Participant relating to others

• e.g. fostering prosocial skills, trust, communication

Ecosystemic

Understanding how elements of nature interact

• e.g. food chains, web of life

Ekistic

Knowing how humans and nature interact reciprocally

• e.g. pollution affecting health, climate change

Spiritual

Participant understanding their place/role in the world

• e.g. appreciating nature’s grandeur

Outdoor Learning Categories

Outdoor Learning can be categorized into

• Adventurous

• Environmental

Adventurous

Engaging in fun or recreational activities in nature

• e.g. games, group problem-solving, hiking, skiing, canoeing, ziplining

Environmental

Sensory immersion in nature without a specific activity

• e.g. mindful meditation, contemplation, scientific/artistic ecological exercises

Four Program Types of Outdoor Learning

Program types:

1. Outdoor Recreation

2. Outdoor Education

3. Outdoor Development

4. Outdoor Therapy

Outdoor Recreation

Aims to change feelings

• Focuses on fun, play, enjoyment, and learning new skills

Outdoor Education

Aims to change thinking

• Focuses on gaining new concepts or awareness of needed changes, developing thought processes

Outdoor Development

Aims to change behaviour

• Focuses on enhancing positive conduct or actions (e.g. picking up litter, teaching others)

Outdoor Development

Aims to change resisting change

• Focuses on reducing negative conduct or actions and easing dysfunction (physical, psychological, emotional

Challenges and Barriers in the Outdoor Field

1. Low Diversity

2. High Turnover

3. Variable/Underpaid

4. Image

5. Illusion of Needing to Travel “Up North”

6. Barriers to Access (for staff and participants)

Low Diversity

Demographics of outdoor professionals often do not reflect Canada’s overall diversity

• In part due to cultural factors, resource access, systemic biases

High Turnover

Many roles are seasonal or part-time, offering limited job security

Variable/Underpaid

Compensation can be low, sometimes barely above minimum wage despite the high responsibility

• Inherently undervalues the work

Image

Outdoor jobs can be perceived as just “playing around outside” rather than a serious, legitimate career

Illusion of Needing to Travel “Up North”

A misconception that significant outdoor opportunities and nature are only found in remote northern regions, overlooking closer options

Barriers to Access

High cost for equipment, travel (in a vast country), and specialized training can be barrirers. Lack of professional connections in the field can also be a barrier.

• Applies to both staff and participants