Titlebook: Outdoor Environmental Education in Higher Education; International Perspe Glyn Thomas,Janet Dyment,Heather Prince Book 2021 The Editor(s) (

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Mike Brown,Mark Jonesysts, corporate planners, and economists working in industry.Valuing Intellectual Capital .provides readers with prescriptive strategies and practical insights for estimating the value of intellectual property (IP) and the people who create that IP within multinational companies.  This book addresse

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Brian Wattchowysts, corporate planners, and economists working in industry.Valuing Intellectual Capital .provides readers with prescriptive strategies and practical insights for estimating the value of intellectual property (IP) and the people who create that IP within multinational companies.  This book addresse

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Philosophizing in Outdoor Environmental Education: How Might Experience Work?OEE). This is because philosophy can be considered a difficult topic, a highbrow topic, and something that is not really worth mentioning when it comes to understanding OEE; a luxury rather than a necessity. I beg to differ and make a case for its importance via the active sense of philosophizing, w

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Worldviews, Environments and Educationbased on our understandings of the world and our place within it, drawing on the role of social and cultural norms and assumptions influencing the ethical frameworks we might adopt. The chapter offers a critique of commonly employed approaches to the concept of worldviews, such as anthropocentrism,

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Human-Nature Relationships: Navigating a Privileged White Landscapeforwardly beneficial. In this chapter we point out a danger in this approach. We take account of the present rise of the far-right and ecofascism to offer a brief critical material overview of some of the political positions which have informed the birth of some key terms in Western environmental th

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Developing a Sense of Placef place brings to outdoor education now and in the future. We take an international perspective based on a shared understanding of our roles as practicing university outdoor educators. Our discussion of sense of place in higher education is rooted in shared place-responsive teaching experiences in t

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Adventure and Risk in Outdoor Environmental Educationstigating the central components of adventure, and the taking of appropriate risks, we have the opportunity to deliver meaningful outdoor experiences for learners. Drawing on a range of literature we argue for the need to move beyond a narrow or simplistic ‘activity’ focus and locate the learner as