ABSTRACT

There is increasing pressure on academic staff to enhance the graduate capabilities of students, rendering them employable as morally informed global citizens, in addition to enhancing their disciplinary knowledge, reflective practice and understanding. The BA Outdoor Adventure Education degree programme at Plymouth Marjon University, includes the module, Environmental Awareness through Adventure Sport, as one focus to engage students in the environmental ethics discourse of outdoor adventure and explore how adventure activities are managed with specific consideration to ethical environmental practices (Module Descriptor, 2016). We aim to achieve this through learning, teaching and assessment that includes journaling and autoethnography as pedagogy and research method. This approach enables students to experience nature through an adventure activity, in this instance, rock climbing. This is a human experience in a social and cultural context, in, of and for nature. Students are asked to engage with nature ‘making-meaning in, about, and for the various environments’ as outdoor practitioners and leaders. These lived experiences in nature have prompted us to develop a framework where future students and other outdoor leaders can develop understanding and interrogate, the multiple, complex and nuanced ways outdoor activities can engage people with nature.

摘要

学术人员面临越来越大的压力，要求他们提高学生的研究生能力，使他们成为有道德知识的全球公民，除了加强他们的学科知识、反思实践和理解之外。普利茅斯马琼大学的户外探险教育学士学位课程包括“通过探险运动提高环境意识”模块，作为让学生参与户外探险的环境伦理话语的重点之一，并探索如何在特别考虑道德环境实践的情况下管理探险活动（模块描述符，2016）。我们的目标是通过学习、教学和评估来实现这一目标，其中包括日记和民族志作为教学法和研究方法。这种方法使学生能够通过冒险活动（在本例中为攀岩）体验大自然。这是人类在社会和文化背景下的体验，属于自然，属于自然，也是为了自然。要求学生作为户外实践者和领导者与大自然“在各种环境中、关于各种环境并为各种环境创造意义”。这些在大自然中的生活经历促使我们开发了一个框架，未来的学生和其他户外领导者可以在其中发展理解和审问，户外活动可以使人们与自然互动的多种、复杂和微妙的方式。