Marcus Morse

TL;DR: In this paper, the authors bring together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education.

TL;DR: In this article, the authors draw from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project and identify five pedagogical skills identified by the researchers which might be offered more clearly to classroom teachers and formal teacher training processes.

TL;DR: In this paper, the authors focus on six touchstones for wild pedagogies, including agency and the role of nature as co-teacher, complexity, the unknown, and spontaneity, locating the wild, time and practice, and cultural change.

TL;DR: In this paper, the authors identify the components of meaningful experiences for participants on a wilderness river rafting journey and identify two key recurrent "streams of experience" that provide meaning: a feeling of humility and being alive to the present.

TL;DR: In this paper, the Delphi research method was used to consult with academics working in university outdoor education programs across Australia to establish a set of threshold concepts that articulate what a student who completes at least a major in outdoor education knows and is able to do.