Outdoor Learning – Friluftsliv across the Curriculum (EN)
Chair(s): Hofmann, Annette R (Pädagogische Hochschule Ludwigsburg), Beames, Simon (Norwegian School of Sports Science), Reinhart, Kai (Universität Münster)
FRAMEWORK
Taking part in outdoor life activities – from hiking to skiing – can tell us much about the relationship between culture and society. Especially in Scandinavian countries there a special relation towards nature can be observed that can be described by the term friluftsliv. The terms ‘outdoor life’, ‘outdoor activities’, ‘outdoor education’ and ‘outdoor adventure’ are often used to describe friluftsliv.
The origins can be seen in Norway where it is deeply rooted in society and culture. It developed, on the one hand, from formerly traditional rural employment activities and, on the other, from nature-related leisure activities over the last 150 years. Due to the importance of friluftsliv as a cultural trait and a characteristic of national identity, it was introduced early into the education system although originally it had no educational purpose.
Only gradually, with a growing perception of friluftsliv as a lifestyle, did educational and didactic perspectives start to come into play. There were already in the early twentieth century certain educational approaches. In the 1990s friluftsliv education quickly gained significance and various orientations developed concurrently. Today Norwegian schools are important for experiencing and learning more about friluftsliv which is often connected to Physical Education. It is also a study program at many Norwegian universities.
A major focus is its capacity for furthering personal development. Through a wide variety of physical activities and a simple but enriching way of life in and with nature, it is expected that participants will gain different experiences, both personal and social. As the conditions of life and of the environment have undergone enormous changes in recent years, it has increasingly become a socio-political and educational task to impart this view and form of the quality of life to the younger generation. Social and ecological aspects of sustainability are increasingly becoming of importance and are highlighted in today´s education.
In this symposium we will first bring the attention to the historical and cultural background of friluftsliv which is connected to philosophical approaches. The second part will concentrate on friluftsliv in education. We will look at schools and also at higher education.
LITERATURE
Beames, S., Higgins, P., Nicol, R., & Smith, H. (2023). Outdoor learning across the curriculum: Theory and guidelines for practice. Routledge.
Hofmann, A. R., Rolland, C. G., Rafoss, K., & Zoglowek, H. (2018). Norwegian friluftsliv: A way of living and learning in nature. Waxmann Verlag.
Beiträge des Symposiums
How we look at nature - A historical sketch
Reinhart, Kai
Universität Münster
In today’s outdoor sports, the greatest authority often lies on the “locals”. Confidently and sometimes aggressively, they assert their territory, whether it is on ski slopes or in the waves. “Localism” can become a real problem for tourists. However, today we often forget that in many regions, it was the tourists who first showed the locals the beauty and attractiveness of their homeland. This paper will demonstrate how, from the 18th century onwards, modern European elites developed a new per- spective on nature, initially driven by scientific curiosity, then by romantic longing, and finally by pedagogical intentions. Diverse sources such as travel books, paintings, photographs, and poems will help reconstruct this history. It becomes clear: our relationship with nature is not something we can take for granted, but rather the result of a specific historical development of the Enlightenment and Romanticism.
Friluftsliv, Higher Education and Sustainability
Beames, Simon
Norwegian School of Sports Science
This session considers the sustainability challenges in higher education outdoor education / recreation programs, using the Norwegian School of Sport Sciences as a case. Amid global environmental and social crises, friluftsliv—while deeply connected to nature—can paradoxically contribute to ecological degradation through consumption and travel. Three practitioner-led initiatives to address this issue will be outlined: 1. The Jacket Project, investigating sustainable purchasing of outdoor gear; 2. critical examination of justifiable travel for educational trips; and 3. development of a sustainability-minded curriculum checklist to make sustainability more tangible for students. These projects draw on practitioner inquiry methodology to reflect on values, practices, and literature, in order to arrive at applicable educational approaches. Key takeaways include the importance of modeling sustainable behaviour, embedding critical reflection into curriculum, and navigating the moral tensions of consumption in outdoor education and recreation. Implications for higher education outdoor programs include embracing systems thinking, prioritizing ethical decision-making, and empowering students to engage in sustainability through concrete actions.
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