Untrodden Paths: A Critical Conversation about Wilder Places in Outdoor Education.
Bibliographic record
Abstract
This paper asks, what is the outdoors, and challenges conceptions of the role the outdoors play in education. It critically examines why a better understanding of the outdoors is important to outdoor education, how wilder places are essential to education, and how learning generated from these places can be translated into sustainable thinking and action. The enquiry is presented as a discussion between three experienced outdoor educators on international understandings of the outdoors and wilderness. In particular, they explore whether taking students to wilder places supports myth-making in uncritical ways, or whether experienc-ing these places reconnects them with nature, modifies their worldview, and in turn brings important aspects of the wild into their decision making about how they wish to live on the planet. -- Resume Qu’est-ce, au juste, que le plein air? Quel role joue-t-il reellement dans l’education? En quoi une meilleure comprehension de la nature profite-t-elle a l’enseignement en plein air? En quoi les espaces naturels et sauvages sont-ils essentiels a l’education? Et comment les apprentissages qui s’y effectuent se traduisent-ils en pensees et en actes? Cet article examine scrupuleusement ces questions. Il prend la forme d’un echange entre trois educateurs chevronnes sur les differentes conceptions dans le monde des notions de plein air et de nature sauvage. En particulier, les trois intervenants se demandent si le fait d’emmener les eleves dans de tels endroits encourage une forme de fabulation naive, ou si cela leur fait tisser un lien avec la nature et changer leur perception du monde au point d’influencer leurs choix personnels et la facon dont ils entendent vivre sur cette planete.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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 teacher head, 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".