ABSTRACT
The idea of 'beauty' in a landscape tends to be associated with open, rural and wild spaces such as those experienced by the young people in Connelly's project, and clearly encounters with such beauty are not only part of the attraction of working in such settings but also part of the educational influence. Within education, questions of space and place have received attention as a consequence of the changing landscapes and technologies of everyday life related to global shifts in industry, economy and people. Especially since the 1980s the effects of geo-physical changes upon social relationships have seemed increasingly pertinent to informal educational practice. Like learning from doing, seeing and naming do not necessarily come automatically. Different groups and different individuals create their own patterns of behaviour and knowledge in response to what they experience and encounter. This chapter presents a critique of the limits of the dominant perspectives within outdoor education.
