An Outside Place for Social Studies

Foran, A. (2008). An outside place for social studies. Canadian Social Studies, 41.

Article Review by Mike Danskin - University of Victoria

In “An Outside Place for Social Studies”, Andrew Foran discusses the importance of getting outside in order to create stronger connections for youth through the delivery of a clear social studies curriculum. He focuses on history and argues that technological advances have narrowed our delivery methods to a classroom based model. Furthermore, he states that teachers have become ambivalent to the goals of an effective social studies curriculum. Foran suggests that an outdoor class creates a mutually beneficial arena where the children and teacher develop a reciprocal learning environment and a relational experience.

According to Foran, the lack of effective connections within the social studies classroom is rooted in an overt confusion regarding the “…purpose, direction, and conceptual potential of the social studies curriculum.” Social Studies education is therefore “…in need of unifying moments that bind students to genuine experiences and knowledge – enabling a stronger curricular understanding.“ He suggests that the outdoors is where these “unifying moments” will occur and that teachers need to break free of the classroom and embrace an outdoor learning setting.

The article considers the impact of new technologies that have been introduced into the social studies classroom. Foran maintains that technological advances have quashed creativity in educators and limited lessons to an indoor event. This indoor experience becomes sheltered and isolated rather than an opportunity to promote awareness and citizenship within one’s everyday community life.

Foran contends that the solution is experiential learning by being outdoors. He sites the outdoors as a means for students to connect with the world on a deeper level that is not possible in the classroom, no matter how advanced the technology.  Foran also researched the experiences of seven teachers who all expressed evidence for in increased relational connection between student and teacher when the learning occurs in an outdoor environment.

The first element of my contention is with Foran’s lack of a clear definition for what an outdoor class or experience entails. Foran touches on trips to places that have “authentic historical value” and mentions the idea of going outside to a trail or lake, but fails to accurately state what he considers to be a true outdoor experience for a social studies class. Regardless of the implied meaning, I believe that the evolution of liabilities within the school context has placed a significant barrier in front of teachers who aspire to include an outdoor component. Additionally, in schools that offer specialized teachers in given subject areas, as opposed to generalists, the ability to include field trips becomes significantly time constrained due to blocked scheduling.

I have always been an outdoor enthusiast and appreciate any opportunity to get outside the classroom as a teacher or a student. When students are afforded the ability to experience a historical place first hand, the potential for an emotional connection through the tangible context is remarkable. There is a heightened level of respect and community as the teacher-child relationship begins to evolve as a more personal connection. I will undoubtedly attempt to create opportunities for outdoor exploration during social studies lessons. My concerns are not that the outdoor experience isn’t effective, but rather the viability of such an undertaking is becoming increasingly more difficult.  Unfortunately, the constraints of liabilities and logistics cause many teachers to be turned off even attempting a trip outside the confines of the classroom. It takes a dedicated and influential teacher to create memorable outdoor experiences and when this is achieved the value elicited is tremendous.

I do not agree that the addition of new technologies in the classroom is developing an inside focus for teaching. Nor do I believe that students are unable to receive an authentic experience through recent advances in educational technology. On the contrary, technology has opened worlds that were not previously accessible to our eyes and we have shifted from 2D pictures on a page or a paragraph of text to interactive computer based exercises, imaginative video, and 3D models. The interactive nature of new technology provides students with the opportunity to explore a world that was previously a product of their imaginations.

Balance is the key to any effective approach. Social studies curriculum delivery must span across both academic and experience based learning in order to enrich a student’s education. It becomes the job of the teacher to offer each style of delivery in a manner that evokes emotion and creates relatable connections to the material. Outdoor lessons, inside lessons, and technology based lessons all have their place.  Students need to be reintroduced to nature in search of our historical roots but technology has become such an influence on their daily lives that it would be ignorant to try to restrain its use in the classroom. A blend of several methods will be the modus operandi for my social studies delivery, but I will be sure to incorporate an appropriate dose of time under the sun!

Reference

Foran, A. (2008). An outside place for social studies. Canadian Social Studies, 41.