Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices

Malcolm Thorburn, Peter Allison

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.

Original languageEnglish (US)
Pages (from-to)103-115
Number of pages13
JournalCambridge Journal of Education
Volume47
Issue number1
DOIs
StatePublished - Jan 2 2017

Fingerprint

curriculum planning
learning
wisdom
privilege
habits
cognition
emotion
criticism
lack
school

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{bed674855246471da8f249c87f19f44f,
title = "Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices",
abstract = "In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.",
author = "Malcolm Thorburn and Peter Allison",
year = "2017",
month = "1",
day = "2",
doi = "10.1080/0305764X.2015.1118438",
language = "English (US)",
volume = "47",
pages = "103--115",
journal = "Cambridge Journal of Education",
issn = "0305-764X",
publisher = "Routledge",
number = "1",

}

Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices. / Thorburn, Malcolm; Allison, Peter.

In: Cambridge Journal of Education, Vol. 47, No. 1, 02.01.2017, p. 103-115.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Learning outdoors and living well? Conceptual prospects for enhancing curriculum planning and pedagogical practices

AU - Thorburn, Malcolm

AU - Allison, Peter

PY - 2017/1/2

Y1 - 2017/1/2

N2 - In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.

AB - In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices.

UR - http://www.scopus.com/inward/record.url?scp=84951277280&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84951277280&partnerID=8YFLogxK

U2 - 10.1080/0305764X.2015.1118438

DO - 10.1080/0305764X.2015.1118438

M3 - Article

AN - SCOPUS:84951277280

VL - 47

SP - 103

EP - 115

JO - Cambridge Journal of Education

JF - Cambridge Journal of Education

SN - 0305-764X

IS - 1

ER -