Book Review on Outdoor Education or Adventure Learning 1

Camille J. Bunting

Interdisciplinary Teaching Through Outdoor Education

United States of America: Camille J. Bunting, 2006

256pp. US $33.00

ISBN – 13: 978-0-7360-5502-4

ISBN – 10: 0-7360-5502-9

The purpose for the author to write this book it is to give a basic introduction to what outdoor education is, how it has developed, the social psychology theories that provide a basis for its methodology and its success, and some relevant research findings, to provide several topical units designed specifically for teaching outdoor adventure activities to adolescent students and lastly to serve as an integrated resource that highlights character qualities and reinforces academic curriculum standards in a way that enhances students’ ability to make interdisciplinary connections.

This book is to assist teachers to deliver Outdoor Education easier without spending large amount of time looking through overloaded of information. Although there are many books on specific topics and activities encompassed by outdoor education, very few are written to help teachers in organizing and to deliver interdisciplinary lessons using adventure activities. This will help teachers to shorten the time for planning and allows teachers to give a try with outdoor education.

The author has clearly shown the different character qualities that can be seen through certain activities. At page 17, it clearly highlighted the character qualities that tend to be easily seen in outdoor activities or teach in an outdoor setting. For example, most activities work best when students cooperate, and when cooperation is not present success is usually more difficult or diminished. Rather than just talking about and role-playing positive character qualities, outdoor education activities use real demonstrations and practice sessions.

The author clearly stated the different theories and how it can be used in the various activities. These games help teachers to choose their games wisely as the final outcome are stated and thus assist teachers to finalize their games quickly. These games not just fulfill the theories (e.g Maslow’s Hierarchy of needs, theory of Optimal Arousal… e.t.c) it also fulfill certain character traits that could be expected out from them. For example for trust games at page 46 of the book, trustworthy a way of affirming them and help them to excel in the process.

The author used both primary and secondary sources to help teachers to visualize and to be active in applying such skills into the games. Primary sources include references to different philosophies ideas, mind map and diagram to show and allow teachers to have clearer understanding on various philosophy theories. 

In conclusion, this book will help us in understanding the games that we create or form out will or will not be successful in achieving expected results. This book will also help teachers who are either new or experienced to the outdoor education a clear understanding and strong foundation in it. This book may not cater to pupils below age 10, but at least we can have it as a reference to reflect on the games that we formed.