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  • 1.
    Andersson, Karin
    et al.
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Moral relations in encounters with nature2015Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 15, nr 4, s. 310-329Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games. 

  • 2.
    Sandell, Klas
    et al.
    Karlstads universitet, Karlstad, Sweden.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    An educational tool for outdoor education and environmental concern2013Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, nr 1, s. 36-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.

  • 3.
    Öhman, Johan
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Öhman, Marie
    Örebro universitet, Institutionen för hälsovetenskaper.
    Klas, Sandell
    Department of Geography, Media and Communication, Karlstad University, Karlstad, Sweden.
    Outdoor recreation in exergames: a new step in the detachment from nature?2016Ingår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 16, nr 4, s. 285-302Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).

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