Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project. This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse. This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.

Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project. This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse. This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.

This study explores what can be learned from teachers engaged with secondary students in an outside-learning context. Seven teachers share their lived experiences of teaching that extend beyond the classroom. The focus is not on the subject material outdoors, but on the teachers' pedagogical experiences with children. A phenomenological methodology is used to reveal the lived experiences of the teachers engaged outside their school. The educators in this study conduct outdoor lessons that cover a range of academic disciplines and school-based programs. Central to this thesis is the conscious exploration of outside teaching by asking the question: What is the pedagogical experience of teaching outside the school? Each lived experience aims to discover the essence of the experience by presenting how these teachers were connected to the pedagogical moment when they left the inside-classroom to go outdoors. The intention is to bring experience vividly into presence and thereby make it immediately and unreflectively recognizable to other teachers. I aim to show the reader by means of evoking the wonder of teaching outside.

A recent surge in people's reconnecting with nature has resulted in numerous reference books for outdoor program leaders, but-until now-there has been a dearth of books aimed at wintertime pursuits. The Get-Outside Guide to Winter Activities unlocks the door to a wealth of fun and adventure in the snow. Activities have been compiled by keepers of the trail, experienced winter trekker leaders who know how to lead people in outdoor winter activities that are safe and fun and help people experience the joy of being active outdoors during the cold months of the year. This guide offers activities and games that have the following features: * Appropriate for multiple age groups * Easily modifiable to adapt to varying skillsets * Designed for a variety of locales, such as schoolyards, community trails, urban and remote parks, and wilderness settings The guide offers activities that are suitable for groups of varying skill levels and experience. Most activities are simple and quick and require little preparation and few props. Those interested in doing more can explore snowshoeing or Nordic skiing activities and even exploratory outings and winter day trips from a base camp to overnight or extended camping excursions. The book includes tactical snow games and activities and even has icebreakers for games. In addition, solo winter trekkers can use the activities and lessons as a launching point to prepare them in leading groups in winter outings. Leaders are shown how to build in activities that call on typical age-level skills of participants. The essential-skills progression built into the activities helps leaders offer instructional strategies that allow all participants to take part within their ability, and leaders are provided with ideas to modify all approaches and activities to ensure inclusion for all in their group. In addition to the game and activity modifications, the book offers winter facts that enhance participants' knowledge about the science of snow and winter as well as charts and graphs that focus on safety in winter. The Get-Outside Guide to Winter Activities offers a planning framework that balances winter fun with skills and safety and prepares leaders to guide others in enjoying activities in the snow. You will learn about activities that require little or no props, adaptive snow games, tips based on actual winter excursions, gear requirements, and leadership suggestions shared by winter experts: * How to stay warm and dry while winter camping * What and how to eat, drink, and cook in the winter * What gear you need for a snow expedition * What games and activities are great for campsites * How to teach basic snowshoeing and Nordic skiing skills * The keys to managing groups outside in winter You'll also learn how to make the most of winter opportunities through tried-and-true ideas, skill progressions and games, and activities that open up an entire season's worth of enjoyment, learning, and adventure. "People shy away from outdoor winter activities for three reasons," says Andrew Foran, one of the book's authors. "There's an overemphasis on the skkills that are thought to be required for participation. Granted, in some cases skills are essential, but it's how you approach the teaching and practicing of those skills that makes the difference. "Then there's a belief that the wintertime outdoors is to be feared rather than embraced. And finally, people are lacking a bank of ideas, of things to do, to keep them engaged and having fun outdoors in the winter." The Get-Outside Guide to Winter Activities addresses all three misconceptions-and in the process shows you, as a leader, how to help your participants have fun in the snow, build skills, and create lasting memories that will keep them looking forward to the next big snowfall.