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Ontario centralized education funding and stripped school boards of the ability to respond to local needs through local taxation. As a result, locally popular outdoor education programs are being cut. Those responsible for educational financing must recognize that much learning happens best through direct experience beyond the classroom and must return school boards' ability to support local outdoor programming. (TD)

Recent empirical research on outdoor education programs describes adjustment symptoms that instructors suffer from after the programs have come to an end. Post-course effects are also documented for students, but those are normally scientifically coded in measured changes in "skills" or "learning effects." In this paper, the author compares the adjustment processes of staff and students, and offers a philosophically motivated explanation for these processes with reference to his own experience of Outward Bound wilderness expeditions.

Place-based education seeks to connect learners to local environments through a variety of strategies that increase environmental awareness and connectedness to particular parts of the world. The concept of place meanings encompasses the subjective ways people construct meaning through their experiences with an array of settings. Place meanings are personal, often with a human focus, and are open to interpretation, while place-based education tends to be framed more concretely within the particulars of local environments. In this article, the author argues that these two concepts can work together to broaden thinking around "place" as it relates to outdoor education pedagogy. The purpose of this paper is to promote the utilization of place meanings within approaches to place-based outdoor education by: (1) revisiting some of the conceptual and historical underpinnings of place-based education and place meanings to show similarities and differences between the concepts; and (2) presenting a synthesis of place meanings within place-based theory to inspire a useful approach to doing place-based outdoor education.

This paper describes a research that came about as a result of several converging factors in Ontario: a resurgence of interest in environmental and outdoor education (including outdoor education (OE) centres); recent publications supporting environmental and outdoor education; and curriculum revisions across subject areas that include environmental education (EE) outcomes. Despite the surge of interest in EE, a variety of theoretical perspectives on the subject, and the growing abundance of teaching resources, it is still unclear how EE is being enacted in classrooms. As far back as 1996, Hart identified the lack of existing empirical studies tracking teachers' views and pedagogical practices of EE. A search of academic literature more than a decade later revealed little change. The authors were unable to find any substantial studies mapping Ontario teachers' knowledge, views and practice of EE or its link to OE. This study was designed in response to this gap, to act as a baseline study of environmental and outdoor education in Ontario. (Contains 1 table, 4 figures and 2 notes.)

Over the past three decades, environmental issues have been on the global forefront and continue to affect people's daily lives. Although the need for environmental attention is at an all-time high, outdoor and environmental education (OEE) plays an insufficient role in school systems. As technology continues to contribute to advancements in every sector of the modern world, there is a dire need for education to find its way back to its roots. In achieving this, the ministry, school board members, principals, teachers and parents need to acknowledge the importance of experiential education and creating a sense of place for students during this important developmental stage of their lives. Sense of place can have many individualized meanings; common goals relate to the basics of individuals' developed relationships and understanding with nature, the environment, wildlife, community, and, most importantly, each other. To this the author suggests the days of endless textbook work, learning for the purpose of regurgitation and standardized testing have long passed their welcome. This article discusses a new direction for teaching methodologies, the importance of creating sense of place, and the potential in working with the traditional curriculum through integration of environmental and outdoor education.

Increasing numbers of Canadians are removed from contact with nature and environmental degradation is increasing, yet the Ontario government is cutting funding for environmental and outdoor education in the public school system. Statements by scientists, educators, authors, government officials, and environmentalists note the importance of instilling environmental awareness in children, and of public education's role in that regard. (TD)

When people say that children grow up faster today, they are confusing appearance with reality. Children may be avid consumers of adult culture. They may adopt adult mannerisms and styles. They certainly get to grips with new technology far more easily than grown-ups. But when it comes to everyday freedoms--like walking to school alone, or meeting friends in the park--a very different picture emerges. The fact is that for the last 30 or 40 years or longer, across the developed world, the horizons of childhood have been shrinking, and adult control and oversight is becoming the norm. Why has this happened? The author argues that the causes are many and varied, and cannot simply be blamed on parents. Neighbourhoods are more dominated by cars, and families are more dependent on them. Changing family working patterns mean fewer parents are around to watch over children, and more children are in formal childcare. In many areas, people do not know their neighbours, and there is greater fear of crime. All these factors, and others, reinforce the logic of containment. In this article, the author discusses the need of a balanced approach and how to take a balanced approach to risk in childhood.

This short discussion explores the relevance and importance of place in adventure recreation and has evolved in part from an effort to understand the overwhelming influence of places on his own adventure experiences. While there is a depth of research and writing on both place and sense of place, this article highlights some practical notions that should induce further thought and reflection on the meaning of the spaces wherein people choose to recreate. He discusses how individuals view their adventure places. He begins by deconstructing places and describes the importance of differentiating between abstract space and meaningful place.

The John Muir Award was established in the United Kingdom to respond to minimal environmental awareness, especially among youth. The Award has three levels of effort; all involve discovering a wild place, exploring its wildness, helping to conserve it, and sharing the experience with a wider audience. There is an effort to establish the award in Canada. (TD)

Encourages environmental and outdoor educators to promote bicycling. In the community and the curriculum, cycling connects environmental issues, health and fitness, law and citizenship, appropriate technology, and the joy of being outdoors. Describes the Ontario Cycling Association's cycling strategy and its four components: school cycling policies, working with local agencies, improving cycling curriculum, and informing parents. (TD)

Living history and hands-on interpretation enable educators to capitalize on the curiosity, sensory needs, and creative enthusiasm of young students. However, objective evaluation in terms of measurable outcomes may be difficult. Suggestions are offered for linking curricular needs with personal growth by creating an atmosphere that promotes "thinking historically." (SAS)