ABSTRACT
This chapter explores simple question: How do learners learn a landscape? But of course, it is, naturally, a deep and profound question that speaks to how humans relate to the landscapes in which they live. Having worked with adult learners for many years we are not unrealistic about the challenges faced in teaching for enskilment in outdoor landcapes. T. Ingold uses the term taskscape to denote the connection between technical and social practices that are embedded in the process of dwelling. An important facet of the taskscape is that it 'exists only so long as people are actually engaged in the activities' of living. The surfing and sea kayaking taskscapes with which people engage their students are likely to involve more than needing to attune the learner to the conditions of a surf break or how to navigate a waterway.
