Introduction Section 1: Constructs and theoretical concepts Introduction
1. Foundation myths and the roots of adventure education in the Anglosphere
2. A German Theory of Adventure: A view on the Erlebnispadagogik
3. Environmental Concerns and Outdoor Studies: Nature as fosterer
4. Outdoor Studies and a sound philosophy of experience
5. Healing the split head of Outdoor Recreation and Outdoor Education: Revisiting Indigenous knowledge from multiple perspectives
6. Health and wellbeing benefits of activities in the outdoors
7. Shifting perspectives on research in the outdoors Section 2: Formal Education in Outdoor Studies Introduction 8. The primacy of place in education in outdoor settings
9. Scandinavian Early Childhood Education: Spending time in the outdoors
10. Supporting early learning outdoors in the UK: culture clash and concord
11. Curricular Outdoor Learning in Scotland: from practice to policy
12. Teaching trainee teachers about Outdoor Education
13. Pedagogic practice in higher education in the UK
14. Formal curricular initiatives and evaluation in the UK Section 3: Non-formal education and training in/for/about the outdoors Introduction
15. Careers in the outdoors
16. Beyond training for tolerance in Outdoor Experiential Education: More than just leadership
17. Professional accreditation in UK outdoor sector
18. Certification in outdoor programmes
19. Ethical considerations in Outdoor Studies research
20. Adventure Education: Crucible, catalyst, and inexact
21. Challenge course programming: On the rise or in compromise?
22. The camp experience: Learning through the outdoors
23. Sail training
24. Forest School in the United Kingdom
25. Adventure Therapy: Developing Therapeutic Outdoor Practice
26. Connecting People to Experiences through Reviewing and Reflection Section 4: International voices and cultural interpretations Introduction
27. Inclusion of Outdoor Education in the formal school curriculum: Singapore’s journey
28. Friluftsliv: Nature friendly adventures for all
29. Turistika activities, Dramaturgy and the Czech outdoor experience
30. Outdoor Studies in Japan
31. Using outdoor adventure to contribute to peace: The case of Kenya
32. Outdoor activities in Brazilian educational camps Section 5: Social and environmental justice and Outdoor Studies Introduction
33. Race, ethnicity, and Outdoor Studies: Trends, challenges, and forward momentum
34. Equality and inclusion in the outdoors: Accessing nature and the outdoors from Indian perspectives
35. Gender in Outdoor Studies
36. Age and the outdoors
37. Disability and the outdoors: Some considerations for inclusion
38. Spirituality and the outdoors
39. Outdoor education, environment and sustainability. Youth, society and environment
40. Land management and outdoor recreation in UK Section 6: Transdisciplinary and interdisciplinary approaches to understanding and exploring outdoor studies Introduction
41. Experiential learning: towards a multi-disciplinary perspective
42. Enskilment and place-responsiveness in outdoor studies: Ways of life
43. Outdoor Education, safety, and risk in the light of serious accidents
44. Challenges in adventures sports coaching
45. Adventure tourism
46. Ecotourism: Outdoor Pedagogy at the Periphery
47. Bourdieu and alpine mountaineering: the distinction of high peaks, clean lines, and pure style
48. The archaeology of the outdoor movement and the German development: In the beginning was the curiosity about the sublime
49. Surfing, localism, place-based pedagogies, and ecological sensibilities in Australia