Outdoor Environmental Education in the United Kingdom: a conceptual framework of epistemological diversity and its educational implications
Bibliographic record
Abstract
Outdoor education in the United Kingdom is long on practice and short on theory. The theory that has developed belongs to the tradition of humanistic psychology which celebrates the development of self and others. Theoretical development has not treated the relationship between self, others and the environment particularly well. This paper begins to address the balance by drawing on secondary sources which deal with elements of environmental philosophy. In reviewing the literature I found that there was a great deal of environmental philosophy which dealt with ethical and moral issues. However, there was less said about educational implications and less again about using the outdoors as an educational medium. To fill the gap between ethics, morals and educational implications in the outdoors I have introduced a framework of epistemological diversity. The purpose of this paper therefore is to offer outdoor educators a way of thinking about outdoor education which transcends the focus of self and others to include relationships with the environment.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.008 | 0.023 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".