ABSTRACT
The technocratic development of safety requirements through state regulations in Great Britain greatly reduces the pedagogical potential. One could say that adventure is being smothered by safety standards. Outdoor culture generally, even if there is no educational context, constitutes an interesting component in the discussion of risk-related problems. Outdoor pedagogy lives by the openness and non-standardised character of its spaces and processes. Therefore, “no risk” amounts to erasing all impulses relevant to Bildung emanating from this openness and the resistances. Outdoor pedagogy is not only at the mercy of the various safety and prevention discourses by increasingly being forced to legitimise itself and undertake risk management. In the aforementioned examples from Great Britain, Switzerland and Germany the different ways of dealing with the perception and control of risk potentials in outdoor practices have become apparent.
