Abstract
This paper responds to criticisms of the lack of a theoretical framework for Forest School by demonstrating its social constructivist paradigm and its links to theories of play. It explores the cultural context that has allowed Forest School to flourish in the UK and explains the origins of the leadership qualification studied by practitioners.
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References
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Davies, G. (2017b). Results of survey: Your level 3 Forest School training experience. Retrieved from http://www.forestschoolassociation.org/results-survey-level-3-forest-school-training-experience/
Knight, S. (2016). Forest School in Practice. London: Sage.
Leather, M. (2012). Seeing the wood from the trees: Constructionism and constructivism for outdoor and experiential Education. Edinburgh: University of Edinburgh Retrieved from https://www.researchgate.net/publication/316547961_Seeing_the_wood_from_the_trees_constructionism_and_constructivism_for_outdoor_and_experiential_education
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Knight, S. Translating Forest School: A response to Leather. Journal of Outdoor and Environmental Education 21, 19–23 (2018). https://doi.org/10.1007/s42322-017-0010-5
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DOI: https://doi.org/10.1007/s42322-017-0010-5