Abstract
In this chapter I hope to speak fairly directly to university students undertaking some form of study related to outdoor and environmental education (OEE). This is because philosophy can be considered a difficult topic, a highbrow topic, and something that is not really worth mentioning when it comes to understanding OEE; a luxury rather than a necessity. I beg to differ and make a case for its importance via the active sense of philosophizing, which highlights questioning above answering. Questioning OEE leads deeper and deeper into the reasons why OEE is done in the ways it is, which then opens up possibilities for change and improvement. The ideas that surface always connect education and experience in some way, as all OEE, indeed all education, is based on an understanding of experience, even if this is not explicitly stated. Understanding how experience works is pivotal to understanding how OEE works. Key amongst these ideas are the relationships between self, others and environment, of course; but also, the idea of occupations as helping to organise experience. The chapter introduces the connections between these ideas and offers examples to help with understanding.
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Quay, J. (2021). Philosophizing in Outdoor Environmental Education: How Might Experience Work?. In: Thomas, G., Dyment, J., Prince, H. (eds) Outdoor Environmental Education in Higher Education. International Explorations in Outdoor and Environmental Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-030-75980-3_2
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