Knowledge
The Great Outdoors: An Adventure in Learning
They learn to deal with the circumstances constructively and initiate being problem solvers
‘Outdoor’, the image the word stirs in the mind of the reader is one which is of rejuvenation, joy, pleasure, and happiness. To then speak on behalf of the learner, our students bring in exhilaration and a smile that radiates on the face of each child. The period everyone from student teachers, traditionally thinks of, which implies the ‘Outdoor’, is that of physical education. Thus to put it simply, outdoor education is learning that takes place outdoors.
What does NEP say about Outdoor Education?
NEP 2020 reiterates this key element in education through various inputs it shares in the document which are assigned in the sub-headings as Holistic development of learners, Experiential learning, and Curricular integration of Essential Subjects, Skills, and Capacities. Why am I mentioning these only to drive the point that Outdoor Education is a driving force of NEP, 2020? Outdoors is not seen in isolation but an idea that can also be subsumed and integrated into the process of learning that takes place in the precincts of the school. There has been a reframing of the curriculum in order to enhance essential learning and develop divergent and convergent thinking that will assist in problem-solving.
What are these outdoor spaces?
Outdoor spaces can be the physical spaces which may range from the school playground to a trip that involves visiting historical monuments, and adventure sports like trekking, rafting, zip line, mountain biking, camping, zorbing, snorkeling, cycling, and scuba diving to name a few. In addition to the above, in my understanding, can also be spaces within the school that take the student on an experiential journey, through storytelling-based pedagogy, and school cinema-based pedagogy which are all arts-integrated pedagogy. These experiences help children also move towards experiential learning, which is the core theme of the NEP 2020. Thus this may be in contrast to the learning that takes place physically in the outdoor environment but may not be restricted to a physical outdoor experience at all times. These could also be experienced through the AR tools in these times which transport the person virtually to an outdoor setting. Education outside the class could also be a field trip to the industrial plant, a field trip to the museum, an art gallery, or a trip to the school garden to explore the birds, insects, and plant life.
What are the skills that can be brought into the school ecosystem through student engagement with the outdoor spaces?
The skill sets that are possible to learn are infinite and thus you can understand that their implication on learning is boundless for children. Here I focus on a few which in my understanding are the most crucial for our learners:
Self-management skills
This is apparently the most important as we are preparing our children to become good managers. How can we manage others or the other things in life unless we learn to manage ourselves first? Peter Drucker says that the potion of success comes from managing oneself. This is most evident when we move outdoors and interact with our environment in so many disparate ways. This helps our students become team players at work and in life, making them cherished friends, good team players, and disciplined individuals.
These skills facilitate the child to resist impulsive behavior in favor of doing what s/he truly believes is right, even if that “right thing” doesn’t come naturally. This also leads to transforming habits that do not necessarily support the student’s values and leading her/him to adopt better habits, which will help evolve the behavior that will help them succeed as adults.
Problem-solving and decision making
I think these are the two sides of the same coin as a problem solver also leads to taking the right decision in a particular circumstance. When children move outdoors they have to manage and maneuver the situation in accordance with the prevailing circumstances. They learn to deal with the circumstances constructively and initiate being problem solvers. This helps them in turn learn the skills of being able to take the right decision and also gives them the opportunity to be in a position to make decisions.
Overcoming Inhibition
Inhibition can be detrimental to personal growth. Thus sports, adventure, outstation trips, and residential excursions can all help to tackle and overcome these fears. A child who may not be extremely confident while speaking, and working collaboratively with others can gain self-confidence through engaging with peers and adults in an outdoor environment. I am not very comfortable with heights but I wanted to overcome this inhibition. So as an adult, I opted for paragliding which led me to lose my fear. It was an invigorating experience and it taught me that following the safety protocols in all that we do is one of the most crucial elements of self-management and self-awareness.
Communication and Collaboration
Our children need to know how to tackle disagreements without falling apart or burning bridges. Clashes may occur between children ideologically when the agendas collide or perhaps as a result of wrongdoing. These are occasions during the outdoor education trips when children learn to negotiate, collaborate and communicate. They also learn the skill of resilience and that we need not agree at all times with everyone else’s opinion. But we could pursue an outcome in which everyone is heard, the problem is resolved and everyone wins. We may agree to disagree and pursue forgiveness as the alternative. This also develops in them the skill of engagement and interaction.
Resilience
Research suggests that resilience is not innate, it can be learned and can be fostered at any point in time. We need to teach our children the art of dealing with adversity by not breaking down but facing hardships with the zeal of learning from adversity as well. In life we all have to deal with hardships and so will our children. This form of education teaches the child to resist being the ostrich and face difficulties. They learn the power of hope as they face untenable circumstances. These circumstances help them understand that adversity is temporary.
The last in the order of the virtues of outdoor education is teaching Attentiveness. This starts with showing up for the act at the right time, inculcating self-discipline and self-management at the same time. Children can be the most connected yet the most isolated generation in all stages of history. These are moments when they can turn their virtual connections into real-life bonds. They participate not only physically but also emotionally and mentally. These occasions lead to making eye contact with their peers rather than always tinkering with their phones. This brings in attentiveness as they need to hear the instructions which form the core of such outdoor programs.
However we may have some resisting the idea of outdoor education as it takes away time from core subject teaching but that is exactly what the outdoor form of education brings to the table of the learner, exploring possibilities of learning the curriculum through experiential ways and making learning visible for the students.
Author – Dr. Richa Prakash, Principal, Delhi Public School, Jaipur
