I show that outdoor education must be understood not only in broad national

I show that outdoor education must be understood not

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and are flawed as a basis on which to build outdoor-education theory. I show that outdoor education must be understood not only in broad national contexts, but also in local and regional contexts, and that outdoor-education programmes must be understood as particular contributions to existing relationships between particular communities and particular regions. JPT Higgins, S Green. Cochrane-handbook. Org. Accessed December 1, 2016, 2011 The last fifty years has witnessed a dramatic and profound experiment in British education. Despite the present British Government's commitment to Education, Education, Education It is ironic that this innovation has had its genesis and much of its mainstream activity outside of the state system of schooling. I refer of course to the development and use of adventurous outdoor activities as an educative medium. From the establishing of the first Outward Bound School at Aberdovey in the immediate postwar period, and the Derbyshire LEA Centre at Whitehall in 1950 outdoor education has had a distinguished history in Britain. A census of outdoor orientation programs at four-year colleges in the United States
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Brent J Bell, Marion Reid Holmes, Brady G Williams Journal of Experiential Education 33 (1), 1-18, 2010 Researchers surveyed colleges and universities in the United States to assess the number providing outdoor orientation programs (OOPs). OOPs are defined as college orientation programs that work with small groups (15 or fewer) of first-year students, use adventure experiences, and include at least one overnight in a wilderness setting. This census identified and received survey data from 164 separate OOPs, representing at least 97% of all programs. From the data, researchers ascertained common peer practices describing the current state of OOPs. Although programs differed significantly by age and by size, programs generally shared common practices.
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