Outdoor Education as Aesthetic Pedagogical Design in Nature Space Understood as Thirdspace
Journal article, Peer reviewed
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Original versionSport and Art 2015, 3(1):1-10 10.13189/saj.2015.030101
Outdoor education is a way of working where the teaching is moved out of the ordinary classroom. There are different ways of organizing and defining outdoor education, but a common feature is that it gives the pupils and teachers an opportunity to engage bodily in learning processes with all of their senses, navigate in teamwork and be in concrete contact and dialogue with the environment. Different ways of learning are put into action in the meeting with a multimodal and ‘alive’ environment. In this article, we look at outdoor education from an aesthetic pedagogical design perspective with a philosophical approach informed by the spatial ontology found in postmodern geography, art and philosophy. Our investigation is both theoretical and practice-based. We analyse empirical material collected from a 3-day long outdoor education project (in 2013) at a teacher education institution in Norway, and look at the student teachers’ (n=199) experiences and evaluations through the theoretical lenses of aesthetic pedagogical design. As a result, we articulate and discuss how outdoor education can be understood as aesthetic pedagogical design in “nature space” understood as “thirdspace”. KEYWORDS Outdoor Education, Aesthetic Pedagogical Design, Nature Space, Thirdspace, Teacher Education Cite this paper Tone Pernille Østern , Egil Galaaen Gjølme (2015). Outdoor Education as Aesthetic Pedagogical Design in Nature Space Understood as Thirdspace. Sport and Art, 3 , 1 - 10. doi: 10.13189/saj.2015.030101.