outdoor/adventure method

Pedagogika przygody – uczenie się bycia razem, uczenie się wspólnego działania

Author: Ewa Palamer-Kabacińska
Institution: Uniwersytet Warszawski
ORCID: https://orcid.org/0000-0002-6251-0941
Year of publication: 2020
Source: Show
Pages: 69-90
DOI Address: https://doi.org/10.15804/kie.2020.01.05
PDF: kie/127/kie12705.pdf

According to EU guidelines, modern education should focus on learning skills. It is anticipated that most of the professions that are known today will disappear in a dozen or so years and new ones will replace them. The labor market will require teamwork skills, creative thinking and problem solving. The formal education system cannot keep up with all these changes and requirements. For several years the movement of activities related to adventure education has been expanding in Poland: organizations operating in this trend are established, cooperate with each other, enter into international structures, and the network of forest kindergartens is expanding. The very concept of “adventure education” is known to a small group of educators and animators for now. Assumptions are associated with scouting - although they should not be equated with it. Adventure education is primarily in the field of non-formal education, but following the example of Slovenia or Great Britain, it is also trying to enter schools in Poland. It is successfully used in sociotherapeutic activities, and is increasingly involved in activities by scout organizations and commercial companies. So what is adventure education? Is it worth investing and why? What are its assumptions? What competences and skills does it teach? This article will attempt to answer these questions in relation to own research carried out as part of the adventure programs implemented in the years 2015.

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