The generative paradigm

  title={The generative paradigm},
  author={Christopher Loynes},
  journal={Journal of Adventure Education and Outdoor Learning},
  pages={113 - 125}
  • C. Loynes
  • Published 1 January 2002
  • Art
  • Journal of Adventure Education and Outdoor Learning
Abstract A number of commentators have identified and critiqued and approach to outdoor experiential learning as, variously, Priestian, American and algorithmic. These comments raise the questions of what are the characteristics of this algorithmic paradigm of outdoor experiential learning and what are thought to be the problems with it? This paper will address these questions and describe what the author believes to be a new, emerging practice defined by these critiques that he has called the… 
Experience, Reflect, Critique: The End of the “Learning Cycles” Era
According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however,
Relationships within the shattered rainbow: A search for a pedagogy of attunement
This paper explores “relationships with others” in outdoor environmental education through a search for a pedagogy of attunement, which we propose is a relational-responsive pedagogy. We have
Experiential learning: The development of a pedagogic framework for effective practice.
Despite a long lineage, the considerable body of literature on experiential learning is extensively a post 80’s phenomenon (Mulligan and Griffin, 1992). fey critiquing this body of literature it is
Adventure education: Redux*
ABSTRACT This article discusses the meanings of adventure and its role in learning. An analysis of literature from the fields of education, recreation and tourism suggests that definitions of
Trusting the Journey
Outdoor adventure education (OAE) research has long aimed to explain and understand the inner workings of its programs. However, many questions remain, and the search for sharper methodological tools
Repertoire of practice: Reconceptualizing instructor competency in contemporary adventure education
Abstract Historically, adventure educators have used the metaphor of hard and soft skills to understand their practice: hard skills representing technical competencies, and soft skills representing
Enough of Ronald and Mickey: focusing on learning in outdoor education
Fifteen years ago Loynes expressed concern that market-place values were detrimentally impacting on the provision of outdoor education experiences. As tertiary educators with an interest in the
Reconceptualising outdoor adventure education: Activity in search of an appropriate theory
Experiential approaches to learning underpin teaching and learning strategies in outdoor adventure education (OAE). Recent critiques of experiential learning have problematised the individualistic
Exploring metaphors, semiotics and symbols in outdoor adventure pedagogy: a reflection on method
This paper explores an ethnographic study using participative enquiry as a method. The purpose of the case study was to consider the role of narrative as a pedagogic devise in outdoor adventure
Edinburgh Research Explorer Culture, context and critical thinking
  • Education
  • 2015
Limited research exists that considers the usefulness of outdoor learning as a legitimate pedagogical approach for the delivery of a mainstream secondary school curriculum. To address this


The Facile-itation of Facilitation? Searching for Competencies in Group Work Leadership.
This paper suggests an extension of the widely accepted competencies for leaders and facilitators of experiential learning groups. The philosophical underpinning of conventional models of
Outdoor education: Research topic or universal value? Part three
Abstract From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on
Adventure in a Bun
Outdoor adventure, wherever it is to be found within recreation, education and training, is becoming another form of what Jarvie (1996) calls recreational capitalism. Their is a growing body of
Outdoor education: Research topic or universal value? Part Two
Abstract This paper follows the theme of part one in that it sets out to discover if the history of outdoor education provides its modern exponents with a legacy of prescribed conservatism or
Outdoor education: Research topic or universal value? Part one
Abstract This paper sets out to discover if the history of outdoor education, within the UK and more particularly Scotland, provides its modern exponents with a legacy of prescribed conservatism or
The Complete Facilitator's Handbook
Dimensions and modes of facilitation authority, autonomy and holism whole person learning the group dynamic the planning dimension the meaning dimension co-operative inquiry peer review audit peer
The 1944 Education Act and outdoor education: from policy to practice.
  • L. Cook
  • Education
    History of education
  • 1999
Examining those aspects of the Act that related to the use of the outdoors in the education of children and identif y changes made to them as the Bill passed through parliament will examine the ways in which LEAs responded to the legislation.
Effective Leadership in Adventure Programming
This book presents an introduction to Outdoor Leadership Part I: Foundations of Adventure Programming, which explains the origins of adventure programming and some of the techniques used in Facilitation Roles.
The New Realities
Even in the flattest landscape there are passes where the road first climbs to a peak and then descends into a new valley. Most of these passes are simply topography with little or no difference in
Ecology, community, and lifestyle