Simon Beames

Bio: Simon Beames is an academic researcher from University of Edinburgh. The author has contributed to research in topics: Outdoor education & Adventure. The author has an hindex of 18, co-authored 63 publications receiving 925 citations. Previous affiliations of Simon Beames include Norwegian School of Sport Sciences.

Learning Outside the Classroom: Theory and Guidelines for Practice

Abstract: About the Book earning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is ‘the real world’ beyond the classroom, it is also about good teaching — wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice. Table of Contents: Preface 1. Introduction and overview 2. Learning across the curriculum 3. Sustainable development education 4. Local landscape 5. Harnessing student curiosity 6. Enabling students to take responsibilities 7. Building community partnerships 8. Leading people outdoors 9. Administration and risk management 10. Putting it all together: Developing an action plan to take learning outdoors For more information: https://goo.gl/nAKzEr

Learning outside the classroom

Abstract: Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is ‘the real world’ beyond the classroom, it is also about good teaching — wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.

Journeys outside the classroom

Abstract: There is growing support for education that is cross-curricular, locally-relevant and involves a high degree of student responsibility. This investigation examines the perspectives of students who have participated in an outdoor learning programme that is theoretically underpinned by the above themes. Outdoor Journeys involves learning about the socio-cultural and geo-physical story of students' local landscape. The programme is hallmarked by students planning and undertaking journeys in their neighbourboods. Students generate questions, do research in order to find answers, and then share their findings with their classmates. A case study employing focus group interviews was used to explore the views of 33 participants between the ages of 8–11 years, who came from three schools in the Edinburgh area. Findings indicate that Outdoor Journeys offered a means of learning across the curriculum in a manner that was inter-disciplinary, involved a high degree of student initiative, and was heavily rooted in loca...

Nature First: Outdoor Life the Friluftsliv Way

Abstract: Bob Henderson and Nils Vikander are outdoor educators and academics from Canada and Norway respectively. They have come together to edit this text which takes an overview of Friluftsliv—‘nature fre...

Building social capital through outdoor education

Abstract: Over the last 15 years, the body of literature surrounding the subject of social capital has witnessed steady growth. While sociologists have extensively discussed how social capital can be created and sustained within local communities and national contexts, there is little evidence of the social capital discourse within the outdoor education sector. Hallmarked by trust, reciprocity and voluntary associations within social networks, social capital may offer outdoor educators a helpful framework from which to conceptualise the impacts of their practice. This paper outlines the principal themes of social capital and explores outdoor education's role in building social capital within the local communities where they often operate. The notion of bridging, as articulated within the social capital concept, offers a way of exploring the recursive relationship that exists between outdoor education programmes and host communities.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.