Academia versus the World Outside lays out the givens of the knowledge industry located within the ivory tower, colleges and universities. It then moves outside academia to consider this restricted world the way most people see it. The contrast between these two views of academia explains and is at the basis of the left–right animosity of our day. The knowledge industry, a creation of the post-Enlightenment modern age along with other industrial and post-industrial enterprises, is based on creating and adding to a store of knowledge as its own end. This makes academia alien to the more random and personal nature of knowledge acquisition in our everyday lives, as indeed every industry is alien to everyday life in the modern age. Yet most academics are so immersed in the peculiar project they have chosen as their life’s work that they are either unaware of or unsympathetic to the fact that people outside live very different lives with very different presuppositions. Most non-academics, for their part, find academia strange, and for very good reason. Academia versus the World Outside makes this contrast and conflict clear from both directions. This book is aimed primarily at academics, most of whom so take for granted the givens of what they do that they fail to understand why the vast majority of people outside find academia alien. This has led to an increasingly hostile and utterly predictable left–right political conflict, academia tending increasingly left and the world outside increasingly right. The goal of this book is to reduce the tension between both sides: if read by non-academics, this book may help these understand the givens of a world as strange to everyday life as any other specialized industry in the modern age.

The Committees report examines the wide range of outdoor learning experiences, from lessons held within school grounds to residential expeditions abroad, and considers the place of outdoor learning in the curriculum from foundation stage to higher education. Issues discussed include: the value of outdoor learning and the decline of opportunities for educational opportunities outside the classroom; the barriers that deter schools from teaching outside the classroom, including perceptions of risks in school trips, the resources and curriculum time available for such trips, availability and costs involved; policy options for the Department for Education and Skills to help encourage schools improve and expand provision for outdoor learning; and funding implications. The Committees recommendations include that the DfES should issue a Manifesto for Outdoor Learning which gives all students the right to outdoor learning and which should attract a similar funding level to the music manifesto (around £30 million) in order to deliver real change.

The new edition of this bestselling textbook continues to help students and professionals understand the importance of getting children learning outside the traditional classroom, and is packed full of creative information and ideas for teachers and practitioners to incorporate outdoor activities throughout the school curriculum. Significantly revised and updated the second edition now includes 7 brand new chapters on: Methods of assessment and evaluation Global perspectives on outdoor learning Developing whole school approaches to indoor and outdoor teaching Technology and its role outside the classroom Special Education Needs and Disabilities (SEND) and learning outdoors Forest School The environmental sector and outdoor learning Whether you′re training to become a teacher, or already working in the classroom, this book demonstrates how the outdoor environment is enriching learning opportunities for children and deepening their connections with the natural world. NOW FEATURING! Online resources that include free SAGE journal articles, weblinks, annotated further readings and video to help translate theory into real life practice. Sue Waite will be discussing key ideas from Children Learning Outside the Classroom: From Birth to Eleven in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information,

Educators at the cutting edge of the experiential learning movement share their insights and experiences at colleges and universities nationwide This book provides college faculty and administrators with strategies for the successful design, construction, funding, and assessment of experiential education. Featuring edited contributions written by educators at the leading edge of the experiential education movement nationwide, it addresses the realities of experiential education while providing detailed descriptions of everything from the design of individual courses to entire programs. The authors weigh the various pros and cons of the experiential approach, and they offer pointers on how to engage colleagues and stakeholders to help them understand the manifold benefits of the approach.

Learning outside the classroom has been high on the political agenda for several years now, but recent Ofsted reports indicate that this can be confined to termly or yearly trips, as an 'extra'. This book provides a convincing and readable promotion of regular outdoor learning. It draws on relevant research to reinforce that working in 'real' environments benefits children's all-round development – cognitively, emotionally, physically and spiritually. This is illustrated through a wide range of engaging activities, from how to make a scarecrow, to interpreting a painting in a gallery, from getting the best from a library visit, to how best to attack a medieval castle. This practical guide for busy teachers will help them to link what they do in and out of the class. It's a must for every staffroom bookshelf.

This book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies. Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.

Thirty classic and contemporary readings - from such writers as Kant, Hume, Schleiermacher, and Otto, to Ninian Smart, Mircea Eliade, Karen McCarthy-Brown, and Wendy Doniger.

Although the benefits of learning outside are well documented and more and more teachers are heading out (post-pandemic) to teach their classes, outdoor activities often decline as children progress through their education. There are many reasons for this: lack of time in the curriculum, lack of training, lack of teacher confidence, or simply lack of inspiration. Educating Outside contains a bank of outdoor learning ideas that can be used to enhance and enrich your classes' learning experiences across the curriculum; including in science, history, geography, art and design, English and maths. Each lesson idea is linked to a specific programme of study and outlines required resources, links to soft skills, cross-curricular opportunities, and a broad lesson plan with suggested outcomes and photos. All the ideas take place within the school grounds themselves, which means plenty of opportunities to try out new activities without lengthy risk assessments, extra time and additional expense.