Advertisement

Curriculum Perspectives

, Volume 39, Issue 1, pp 79–83 | Cite as

The consumption and hyperreality of nature: greater affordances for outdoor learning

  • Mark LeatherEmail author
  • Kass GibsonEmail author
Point and counterpoint
  • 25 Downloads

In this paper we explore young people’s engagement with outdoor learning in nature by drawing on Jean Baudrillard’s1 theorising of consumption and hyperreality2; the postmodern condition of amalgamating physical and virtual realities. The analysis presented briefly examines i) nature as hyperreal, ii) social media, and iii) parents as consumers for affordances of young people’s engagement with (hyperreal) nature. We argue, contrary to popular arguments, that young people’s opportunities for engagement with nature are unprecedented. In doing so we challenge the widely held view as stated by Gray (2018) that “Children’s alienation, disassociation and lack of connection with nature has become a valid concern for parents, educators, health professionals and environmentalists alike” (p.146). We briefly3consider the work of social theorist Baudrillard and argue that social media provides opportunities for greater exposure to “nature” and additionally, we consider how engagement with nature...

Keywords

Nature Baudrillard Outdoor learning Social media Hyperreality Consumption 

Notes

References

  1. Baudrillard, J. (1968/1996). The system of objects (J. Benedict, Trans. London: Verso.Google Scholar
  2. Baudrillard, J. (1973/1981). For a critique of the political economy of the sign (C. Levin, Trans. St. Louis: Telos Press.Google Scholar
  3. Baudrillard, J. (1983). Simulations (P. Foss, P. Patton and P. Beitchman, Trans. New York: Semiotext(e).Google Scholar
  4. Baudrillard, J. (1988). America. London: Verso.Google Scholar
  5. Baudrillard, J. (1994). Simulacra and Simulation (S.F. Glaser, Trans. Ann Arbor: University of Michigan Press.Google Scholar
  6. Baudrillard, J. (1995). The Gulf war did not take place (P. Patton, Trans. Bloomington: Indiana University Press.Google Scholar
  7. Baudrillard, J. (1998). The consumer society: Myths and structures (C. Turner, Trans. London: Sage.Google Scholar
  8. Baudrillard, J. (2001). Impossible Exchange. London: Verso.Google Scholar
  9. Baudrillard, J. (2006). War porn. Journal of Visual Culture, 5(1), 86–88.  https://doi.org/10.1177/147041290600500107.CrossRefGoogle Scholar
  10. Beames, S. (2017). Innovation and outdoor education. Journal of Outdoor and Environmental Education, 20(1), 2–6.  https://doi.org/10.1007/BF03400997.CrossRefGoogle Scholar
  11. Beames, S., & Brown, M. (2014). Enough of Ronald and Mickey: Focusing on learning in outdoor education. Journal of Adventure Education and Outdoor Learning, 14(2), 118–131.  https://doi.org/10.1080/14729679.2013.841096.CrossRefGoogle Scholar
  12. Brown, M., & Beames, S. (2016). Adventurous learning: A pedagogy for a changing world. London: Routledge.Google Scholar
  13. Goodyear, V. A., & Armour, K. M. (2018). Social media, young people, and health. London: Routledge.CrossRefGoogle Scholar
  14. Gray, T. (2018). Outdoor learning: Not new, just newly important. Curriculum Perspectives, 38(2), 145–149.  https://doi.org/10.1007/s41297-018-0054-x.CrossRefGoogle Scholar
  15. Gray, T., & Mitten, D. S. (Eds.). (2018). The Palgrave international handbook of women and outdoor learning. London: Palgrave Macmillan.Google Scholar
  16. Hayns-Worthington, S. (2018). The Attenborough effect: Searches for plastic recycling rocket after Blue Planet II. Retrieved from https://resource.co/article/attenborough-effect-searches-plastic-recycling-rocket-after-blue-planet-ii-12334.
  17. Humberstone, B., Prince, H., & Henderson, K. A. (Eds.). (2016). Routledge international handbook of outdoor studies. London: Routledge.Google Scholar
  18. Loynes, C. (1998). Adventure in a bun. The Journal of Experimental Education, 21(1), 35–39.CrossRefGoogle Scholar
  19. Osborne, M. A. (2001). Acclimatizing the world: A history of the paradigmatic colonial science. Osiris, 15, 135–151 Retrieved from http://www.jstor.org/stable/301945.CrossRefGoogle Scholar
  20. Pike, E. C., & Beames, S. (Eds.). (2013). Outdoor adventure and social theory. London: Routledge.Google Scholar
  21. Ritzer, G. (1999). Enchanting a disenchanted world: Revolutionizing the means of consumption. Thousand Oaks: Pine Forge Press.Google Scholar
  22. Roberts, M., & Ponting, J. (2018). Waves of simulation: Arguing authenticity in an era of surfing the hyperreal. International Review for the Sociology of Sport.  https://doi.org/10.1177/1012690218791997.
  23. Terashima, N., & Tiffin, J. (Eds.). (2005). Hyperreality: Paradigm for the third millennium. London: Routledge.Google Scholar
  24. Thomas, G. J., & Munge, B. (2017). Innovative outdoor fieldwork pedagogies in the higher education sector: Optimising the use of technology. Journal of Outdoor and Environmental Education, 20(1), 7–13.  https://doi.org/10.1007/BF03400998.CrossRefGoogle Scholar
  25. Wachowski, L., & Wachowski, L. (Producers/Directors). (1999). The Matrix [motion picture]. United States: Warner Bros.Google Scholar

Copyright information

© Australian Curriculum Studies Association 2019

Authors and Affiliations

  1. 1.Institute of EducationUniversity of St Mark and St JohnPlymouthUK
  2. 2.School of Sport, Health and WellbeingUniversity of St Mark and St JohnPlymouthUK

Personalised recommendations