ABSTRACT
This chapter explores the common ground and interdisciplinarity of ecotourism and outdoor education. Ecotourism, it is claimed, is about appreciating nature and culture, sharing responsibility and promoting beneficial relationships between various stakeholders. Ceballos-Lascuráin stated that ecotourism 'involves travelling to relatively undisturbed or uncontaminated natural areas with the specific object of studying, admiring, and enjoying the scenery and its wild plants and animals, as well as any existing cultural aspects'. Education is often provided in the form of interpretation, typically expected of any ecotourism operator. These two critical factors, such as, environment and learning, are what creating linkages between ecotourism and outdoor education. The chapter outlines outdoor education, from a Canadian perspective, and links the definitions and discourses in that sphere to ecotourism. Experiential learning, starting with the conventional D. A. Kolb model, offers the method found in most Canadian outdoor education programmes. K. A Henderson and T. Potter finally note a number of commercial programmes offering outdoor education.
