Fear in Outdoor Education
Understanding the Student Experience
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Outdoor experiences are an important part of the school curriculum. For most students these experiences are exciting and challenging. Some children, however, will experience fear. This fear can disable the child, preventing participation. Without understanding what the fear means to the child, the educator is unable to tackle the situation with empathy. Phenomenological research can offer insight into the meaning of such fear, bringing to light the lived experience of fear in an outdoor situation. Thus, the question is asked, "What is it like for children in our care who are experiencing fear ...
Outdoor experiences are an important part of the
school curriculum. For most students these
experiences are exciting and challenging. Some
children, however, will experience fear. This fear
can disable the child, preventing participation.
Without understanding what the fear means to the
child, the educator is unable to tackle the
situation with empathy. Phenomenological research
can offer insight into the meaning of such fear,
bringing to light the lived experience of fear in an
outdoor situation. Thus, the question is
asked, "What is it like for children in our care who
are experiencing fear in outdoor education?" This
book answers this question through the sharing of
outdoor experiences and the identification of common
themes. It imparts important knowledge for those who
work with students in the out-of-doors, write
outdoor and experiential curriculum, plan and
implement field trips, supervise a variety of
differentiated learning opportunities, believe in
viewing the student through a holistic lens, and
those who love to share beauty and appreciate the
challenges of our Earth with others.
school curriculum. For most students these
experiences are exciting and challenging. Some
children, however, will experience fear. This fear
can disable the child, preventing participation.
Without understanding what the fear means to the
child, the educator is unable to tackle the
situation with empathy. Phenomenological research
can offer insight into the meaning of such fear,
bringing to light the lived experience of fear in an
outdoor situation. Thus, the question is
asked, "What is it like for children in our care who
are experiencing fear in outdoor education?" This
book answers this question through the sharing of
outdoor experiences and the identification of common
themes. It imparts important knowledge for those who
work with students in the out-of-doors, write
outdoor and experiential curriculum, plan and
implement field trips, supervise a variety of
differentiated learning opportunities, believe in
viewing the student through a holistic lens, and
those who love to share beauty and appreciate the
challenges of our Earth with others.
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