Many experiential educators assume that participation in outdoor recreation creates an awareness and commitment to the environment through direct experience. This research summary looks to whether the research supports such an assumption. Specifically it reviews the key literature on this topic, examines the various classifications of outdoor…

Experiential education considers nature a classroom, but nature is also the teacher. Quiet watching and walking meditation are two exercises informed by Taoism, that when added to the normal experiential education fare, help students encounter nature with an open mind. An outdoor university course that incorporates the sentiments of seeing nature…

Adventure educators have a role in bridging the gap between ecophilosophy (the philosophy of humanity's relationship with nature) and its application to everyday work. Summarizes three reasons for the philosophy-practitioner gap, suggests a framework for bridging the gap, and describes educational strategies by which adventure programming can…

Outlines reasons why short-term wilderness trips may not create a positive environmental ethic in the value systems of trip participants. Suggests that wilderness experiences have little relevance in daily life of most participants. Encourages outdoor educators to introduce students to natural environments where they live whether rural, suburban,…

The internalization of environmental ethics occurs when motivation for acting responsibly in the backcountry is realized. This can be achieved through minimum impact training that explains proper techniques, provides opportunities to practice techniques, puts the responsibility to act appropriately on each individual, and explicitly links minimum…