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Essay / Research Paper Abstract
4 pages in length. Outdoor education encompasses everything that has to do with "'in,' 'about,' and 'for' the out-of-doors" (Ford, 1986). Appreciation for and understanding of the outdoors is available in myriad ways; it is through the collective financial efforts of elementary and secondary schools, colleges and universities, youth camps, municipal recreation departments and private entrepreneurs that such a program exists in varying levels throughout the country. Bibliography lists 3 sources.
Page Count:
4 pages (~225 words per page)
File: LM1_TLCOutdrEd.rtf
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Unformatted sample text from the term paper:
collective financial efforts of elementary and secondary schools, colleges and universities, youth camps, municipal recreation departments and private entrepreneurs that such a program exists in varying levels throughout the country.
Because the very nature of outdoor education is that of a complete absence of conformity, the curriculum can reflect just about anything the teacher may desire it to be.
From a schoolyard to a park, a quiet estuary to a boisterous beach party, a desolated sand dune to a redwood-packed forest, the fundamental composition of outdoor education is merely
to partake in the out-of-doors. This tremendous flexibility in location also lends to a great deal of flexibility in learning styles, a luxury most other school subjects are not
afforded. Teaching biology during a day at the beach, discussing geology while at a gravel pit, improving communication when seeing a play, debating history while surrounded by artifacts in a
museum, learning about science at the Smithsonian, developing physical skills at a professional baseball game or understanding endurance while running around the track, there is an infinite number of ways
to approach outdoor education. One only needs to allow the great outdoors - along wit the four tenets of outdoor education - to guide ones objective to the most
appropriate fruition: 1. Teach a commitment to human responsibility for stewardship or care of the land, to treat the land and all its resources with respect at all times
and on all occasions 2. Believe in the importance of knowing certain facts or concepts. The cognitive purpose of outdoor education must be that of the interrelationship of all facets
of the ecosystem 3. Understand the natural environment for the survival of the species 4. Teach at all age levels and pursue throughout life (Ford, 1986).
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