2021 Volume 24 Pages 15-28
The purpose of this paper is to analyze Kerschensteiner’s historical theory of outdoor education-specifically, his concept of “labor school-as formulated during Europe’s new education movement in the 1920s and 1930s. This concept is compared and contrasted with the traditional definition of outdoor education as “in outdoor, about outdoor, and for outdoor” as well as a more modern definition of outdoor education, which consists of three elements: by the natural environment, all events around the self, and one’s own self. This analysis is focused on understanding Kerschensteiner’s objectives and methodology, as well as his attempt to more deeply understand the meaning and value of “outdoor education”. In addition, this analysis compares his approach to some of the experiential learning systems that are currently used in Japan.
Three characteristics of outdoor education were identified as a result of this analysis. First, that the fundamental meaning of outdoor education is to build a more mature human being through practical actions and repeated introspection while in outdoor environments. Next, that outdoor education itself has a fundamental educational purpose of encouraging people to contribute to society in order to make a better world. Finally, that outdoor education encourages the growth a well-rounded character by providing students with valuable experiences that they wouldn’t have otherwise.
