#wea germany

[the-catboy-minyan]

hi feel free to ignore but this post of a twitter thread about "ignored facets of holocaust education" made me almost violently upset and i'm trying to figure out if it's as bad as it came across to me at first glance or if i'm crazy and overreacting. specifically the bit that really got to me weas "for zionist propaganda jews must be the perfect helpless circumstantial victim." again please feel free to ignore.

https://www.tumblr.com/criptochecca/740947662476656640?source=share

easier access to the link

the thing is, this Avi person had a really good point, these are important things to talk about! they just blamed the wrong people.

have they never went to Yad Vashem? most of the things they said were taught to me when I went on a guided tour during Yom Hashoah, I very clearly remember being taught about Hitler gaining inspiration from the Armenian genocide, and the Jews that were denied refugee in America (gee wonder where they seeked refugee after)

you know who does paint Jews as the perfect helpless white victims for the hero non-jews to save? Americans.

the most successful Hollywood holocaust films are about the "heroes who saved the lives of Ashkenazi Jews", who were less than 1% of the population. America loves to paint itself as the hero who stood against pure evil Nazi Germany, it hates to be reminded how they sttod by and did NOTHING while millions of Jews were massacred.

even when the hero is non American, it's still the same trope of "good person stand up against the Evil and helps the helpless victims", it's never about the victims themselves, it's always about the Good Selfless Person who helped them.

not to mention they paint these facts like they cancel out the fact 6 million Jews were massacred and for the most part the world just turned a blind eye? like yeah bro some Jews fought back, 6 million are still dead. you really think a genocide can happen without the people being massacred fighting back?

there was a book in Hebrew about a Jewish kid joining a rebel group, I forgot its name but it's a core memory in my mind, the kid looked German so they were able to use his looks for many things. iirc one of the larger plots were of them hijacking an entire Nazi train. I think we learned about it in school, or I picked it from the local library, most likely the former. that was while living in the "Zionist Country" btw.

I'm just sick and tired of them painting our history as a zionist plot. this is disgusting.

[septembergold]

Provided to YouTube by WM Germany 

 Die Kindliche Kaiserin · Klaus Doldinger 

 O.S.T. Die Unendliche Geschichte ℗ 1984 WEA RECORDS / WARNER MUSIC GERMANY Conductor, 

Producer: Klaus Doldinger 

Composer: Klaus Doldinger 

 Auto-generated by YouTube.

[spookykoalaphilosopher]

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[oeffentlicheversicherung]

Spannung ⚡

[lindsaywesker]

Good morning!  I hope you slept well and feel rested?  Currently sitting at my desk, in my study, attired only in my blue towelling robe, enjoying my first cuppa of the day.  Happy Hump Day!

Well, if you were looking for that ‘feel good’ feeling from the England game, we got the opposite: a ‘feel like shit’ feeling.  Yes, Gary Lineker was right; the national team are crap.  Amazing, innit?  11 top club and international players but, put them all together, and they couldn’t hit a barn door with a banjo!  As we’d already qualified for the last 16, Gareth should have made changes: starting Palmer, Gordon, Watkins, Bowen, Mainoo and Eze would not have been a risk!  Slovenia are 57th in the FIFA world rankings.  What are England going to do against France, Belgium, Portugal, Spain or Germany?

Yesterday was the 40th birthday of Prince’s ‘Purple Rain’ album and film.  Christ, that makes me feel old!  I was working at WEA at the time and we all went to the seaside to watch a preview of the movie.  I was blown away!  Of course, the film is a bit shonky but the album is gold from start to finish.  My favourite track is ‘I Would Die 4 U’.  The words of a hopeless romantic which, of course, I am. 

We’re now watching the remaining episodes of ‘Bridgerton’.  It is a wonderfully naughty show and, if you can impress me with your naughtiness, you’re doing well!  Nicola Coughlan is, of course, an absolute goddess with a big future ahead of her. 

Today, we have nothing in our diary, so The Trouble will work on her stuff and I hope to get down to some writing.  This is a golden opportunity to really push the project forward.  If I don’t add 1000 words today, I will not be happy.  Remember, if you’re going away on holiday and you want something easy to read by the pool, you might want to check out my second novel, ‘Whatever Makes Them Dance’, available via Amazon.  4.7 stars off 112 ratings.  The new book is NOT fiction, it is autobiographical, though some of it will probably read like fiction!  People will be like, “Lindsay, did that really happen?”  Yes, it did.   

Have a wonderful and well-endowed Wednesday.  I love you all.  Yes, a crazy, bald man loves and cares about you.  

[the-firebird69]

Watch "Rammstein: Paris - Du Hast (Official Video)" on YouTube

It is a German theme that's the empire it is the uniforms that Germany War or Germans in the German Army and there were not a ton of Germans in it they're a bunch of us but we had to monitor and it was for different reasons and it is well known that they are precision people they're very lethal and they keep it clean and that's why the empire chose that particular outfit to wear and they are wearing actual world War II vintage uniforms that have been changed a little and cleaned and repaired mended on a small scale and I think that the movie Garth does has something about to do with those uniforms

Zues Hera

Why are you showing this Chris

Garth

I don't know if you stick your head in the sand anymore their arms will be there with you and they can put whatever they want in your ass

Zues Hera

Then answer that

Garth

We've had enough this is our stuff it's our song we're the ones who are going to be the empire and we're going to take over and we hear what he's saying these are Volkswagens and he's offering the original Volkswagen kit no he's offering it for the original Volkswagens 50 to 74 and for the new ones at the same time 97 to 2017 and we are going to look for it and we're going to buy them and we're going to use them and they are very fast they said that it's faster than the original kid which was not as aerodynamic but it had the special foil and high speeds it worked extremely well but extremely high speeds it wouldn't work as well as the new one this thing is kick butt okay and I've seen it I've driven in them and we had a Volkswagen up to 200 mph with a souped-up Volkswagen original motor with this shell on it and the new one is different and I think I've seen it somewhere he says probably a Ferrari and I do hear it and they had that funny bumper on the Ferrari so we're going forwards and trying to find them and we want them just going to be a huge movement people are taking their Volkswagens out and you can't disappoint and he says he's going to try not to and he wants them out of metal not out of the plastic it's a great day because the plastic is a worry and it doesn't like it doesn't work well and it stop selling because of it it just looked like a shell and people got it nervous their their plastic is fr pr which is a very sturdy and you can hit it and it won't dent in mostly but it's not crash worthy speed but their metal is what they're going to make them out of and they're going ahead and we have to inquire to find out where when we can get them and he says he's going to try and bring them to the raceways but he wants us to race the old ones to get it going and he wants us to challenge them this is our song and we're going to challenge you with it this week

Trump

That's right this entire week

Sarah

You probably won't be around at the end of the week and your computer program is already gone for the most part we know where your computers are so not really sure what you're up to but it's been nice and you've been fooled the cars are a little late but if you start it off you might get the foreigners into it the bike too

Mac daddy

He's right now we have to do this now

Trump

I'm into this and I'm going to place an order I'm going to talk to them I know how to talk to them and I know they have a kit car company and I'm going to call it

Bja

Maybe you should drink a fifth of a whiskey for us I mean come on if I had money I'd call him up who cares

Zues Hera

That's right actually I'm just going to give them a shout what's the point I'm asking a legitimate question for once

Bja

I'm going to call and ask too all I have to do is ask if they have the Bradley GT or GT2 kit and for Christ sake it's a reasonable question it's a kit car company we know which one it is

Brad

I've heard the sob story before so we're going to bring him to the raceways and people who are interested will be there Trump is interested and it's because of the uniforms and he wants to wear one and he wants to be in control

Thor Freya

We have to stop being such wimps just going to try and call him but look online this is stupid he says what's the matter is it restricted information the empire is not allowing it I'm sorry to get something what the hell is our problem we don't believe it's real so we can't look

Dan

These things are taking off but they want to come and visit us all the time now and we don't want to send them fast cars and what he says is you give the cars to someone else and they go and try and take them and they like that game too so I'm going to go ahead and do that

Zig Zag

Olympus

[edgarmoser]

nick kamen - single covers 1986 - 1990

[askrusschil]

Los vine a dejar con un triángulo amoroso bien tóxico, cjau 😎✌️

[beardedmrbean]

The discussion around Finland potentially joining Nato has been an ongoing story since Russia's invasion of Ukraine, often making international headlines.

Helsingin Sanomat writes on Wednesday (siirryt toiseen palveluun) that the speed with which Finland has moved forward with its Nato membership has considerably surprised Russia. HS adds that Russian media is now labelling Finland as "fascist" and is shocked by the Nordic nation's rapid push towards Nato.

Hanna Smith, Director of Research at the European Centre of Excellence for Countering Hybrid Threats, spoke to Helsingin Sanomat about Russia's angle on Finland's Nato membership and the hybrid attacks that Russia may use.

"It could be a big cyber attack, for example, with financial or even life-threatening consequences," Smith told HS.

She added that while it has taken some time for Russia to fully comprehend the state of affairs within Finland, there is also a possibility that the threats may take on a more traditional approach too.

"Instead, it is possible to move troops and equipment from one place to another. Similarly, in the Baltic Sea, for example, Russia can deploy its warships. Airspace violations have already been seen and will continue to be possible," Smith added.

In relation to Russian media labelling Finland as a fascist state, Smith said this is due to Finland's involvement in World War II. Part of this is due to a build up in patriotic fervour as Russia approaches May 9, Victory Day, which commemorates Russia's victory over Nazi Germany and is a grandstage for nationalistic sentiments.

Smart ring start-up Oura sports new CEO

Finland was once famous for handheld devices, and a new Finnish hand device has taken the world by storm over the past few years.

Business daily Kauppalehti (siirryt toiseen palveluun)writes that Finnish start-up Oura may be setting its sights on an Initial Public Offering (IPO) with the appointment of its new CEO Tom Hale.

The new executive is a former president of SurveyMonkey owner Momentive Global Inc. and COO at Homeaway, a vacation home listing service. Hale led both companies to their public listings on the stock exchange, which may be a sign of things to come for the ring from Oulu that has wound up on the fingers of numerous celebs.

KL wrote that Eurie Kim, Oura's Board Director Chair, that Hale's experience with IPOs was taken into consideration in his appointment.

"We don't invest in companies that we don't think can be publicly scalable investments. We absolutely have the aspiration to take this company far and wide, and hopefully that incorporates going public," Kim said.

Earlier this spring, the Oulu-based start-up stated that it had sold one million smart rings and raised a new round of financing, bringing the company's valuation to 2.3 billion euros.

KL wrote that Oura did not submit its financial statements in 2020 until the end of 2021. The financial statements show that Oura had a turnover 58 million euros and a net profit of 200,000 euros.

Cold weather continues

Spring weather will continue to have seasonally cool weather for the next few weeks, according to tabloid Iltalehti (siirryt toiseen palveluun).

"Two cold weeks are ahead of us, but possibly as mid-May approaches the cold will ease. However, the predictability of the weather will clearly decrease," said meteorologist Anna Latvala.

May Day, or Vappu in Finnish, may have rain and even snow in some parts of the country, and temperatures will range widely from 5 to 12 degrees in the south, with the north a bit frostier stretching from 0 to 8 degrees.

The beginning of May will have a low pressure front covering Finland, which will keep the temperature 2 to 5 degrees colder than usual. Warmer weather may spread to Finland in the second week of May, but it may take a while for a high pressure front carrying warm air to travel from Central and Southern Europe up north.

Long-term weather forecasts offer the average weather forecast for a week or month, not the weather forecast for individual days, IL wrote. Weather forecasts can change or alter at any time and it is possible that warmer weather comes sooner rather than later.

[coochiequeens]

In a country with the highest maternal death amoung the 10 wealthiest nations access to birth control and abortion is access to life saving health care

CNN)A new study found that women in the US face the highest rates of preventable and maternal mortality when compared with women in 10 other wealthy nations.

According to data collected by the Commonwealth Fund and published Tuesday, American women have an avoidable mortality rate of 198 per 100,000, the highest of any nation included in the study. The United Kingdom had the next highest rate, at 146 per 100,000.

The US also had the highest maternal mortality rate: 23.8 deaths per 100,000 live births, more than triple the rate of any other country studied. When looking only at Black maternal mortality, the rate jumped to 55.3 deaths per 100,000 live births.

By comparison, in Norway in 2019, the last year for which data was available, there were zero maternal deaths.

”A high rate of cesarean sections, inadequate prenatal care, and elevated rates of chronic illnesses like obesity, diabetes, and heart disease may be factors contributing to the high U.S. maternal mortality rate. Many maternal deaths result from missed or delayed opportunities for treatment," the researchers wrote.

Researchers with the Commonwealth Fund pulled data from the fund's 2020 International Health Policy Survey and the Organisation for Economic Co-operation and Development. Statistics on health care were compared among Australia, Canada, France, Germany, the Netherlands, New Zealand, Norway, Sweden, Switzerland, the UK and the US.

Among US women ages 18 to 49, just over a quarter rated their country's health care system as good or very good. In every other country, a majority of women in this age group gave their health care system a positive rating.

US women were "significantly" more likely to report skipping or delaying medical care or to have trouble paying for care. Nearly half of women ages 18 to 49 reported having some cost-related issue in accessing health care, and more than half reported at least one problem with a medical bill.

In France, the country with the next highest rate, only 38% of women had a problem with a bill, including difficulty paying, spending time on paperwork or disputing a bill or having difficulties with insurance.

The data also showed high rates of chronic conditions and mental health needs in American women compared with those in peer nations.

The researchers recommend expanding access to affordable health care and increasing and diversifying the number of physicians in the US as possible ways to address disparities in women's health care.

[odinsson2021]

Here's the Playlist of my Tonight's Show!!!!

Stormwitch-Rondo ala Turca-Eye of the Storm-Hot Blood-1989

Sinner-Germany Rocks-Comin' out Fighting-Noise-1986

Johnny Crash-Hey Kid-Neighbourhood Threat-CBS Records-1990

Gun Barrel-Heading for Desaster-Damage Dancer-Massacre-2014

Scorpions-Bad Boys running Wild-Love at first Sting-EMI-1994

The New Roses-Down by the River-Nothing but Wild-Napalm Records-2019

Victory-Rock n' Roll Kids forever-Temples of Gold-Metronome-1990

Vice-Made for Pleasure-Made for Pleasure-BMG/Ariola-1988

Axxis-Touch the Rainbow-II-EMI Records-1990

Dark Sky-Judgement Day-Edge of Time-Goodlife Records-2002

Crime-Get out of this Jail-Hard Times-Long Island Records-1993

Casanova-Don't talk about Love-Casanova-WEA Music-1991

Fair Warning-Crazy-Fair Warning-WEA Music-1992

Nikki Puppet-Power Seeker-Power Seeker-Artist Station Records-2008

The Traceelords-Sex,Money,Rock n' Roll-Sex,Money,Rock n' Roll!-Eigenproduktion-2000

V8 Wankers-Wankers without a cause-Automotive Rampage-Rude Records-2003

Fury in the Slaughterhouse-When I'm Dead and Gone-Mono-BMG Ariola-1993

Accept-Balls to the Wall-Balls to the Wall-RCA-1983

Gamma Ray-Gardens of the Sinner-Powerplant-Noise-1999

Helloween-Dr. Stein-Keeper of the Seven Keys Pt. 2-Noise-1988

Freedom Call-Heart of a Warrior-Beyond-SPV-2014

Chinchilla-The Almighty Power-Take no Prisoners-Armageddon Music-2004

Running Wild-Raw Ride-Under Jolly Roger-Noise-1987

Edguy-Tears of a Mandrake-Mandrake-AFM Records-2001

Grave Digger-Heavy Metal Breakdown-Heavy Metal Breakdown-Noise-1984

Edge of Thorns-Metal Unity-Insomnia-Killer Metal Records-2014

Kissin' Dynamite-Supersonic Killer-Addicted to Metal-EMI-2010

Majesty-Fight Forever-Hellforces-Massacre Records-2006

Orden Ogan-Goodbye-Easton Hope-AFM Records-2010

Blind Guardian-Mr. Sandman (Single)-Virgin-1996

[oeffentlicheversicherung]

Wenn man einmal angefangen hat ...

[opedguy]

Biden Beats the Russian War Drums

LOS ANGELES (OnlineColumnist.com), Jan. 24, 2022.--Beating the war drums against 69-year-old Russian President Vladimir Putin and the Russian Federation, 79-year-old President Joe Biden has gone mad, threatening to deploy 8,500 U.S. troops to Eastern Europe all because the fake news says that Putin might invade Ukraine. What kind of cockamamie diplomacy has Biden and his 59-year-old Secretary of State Tony Blinken engaged in, meeting with the Russian Federation to threaten them with crippling economic sanctions if they invade Ukraine. U.S., European Union [EU] and NATO officials have no evidence of a possible Ukraine invasion other that satellite photos inside Russia showing that Putin massed some 100,000 troops inside his own border. Putin and his Foreign Minister Sergey Lavrov have insisted that the Kremlin has no intention of invading Ukraine, only sending a message to the U.S., EU and NATO.

           Putin’s message has been simple:  Stop supplying Ukraine, on the Russian border, offensive weapons with which to go to war with Russia.  Biden has completely ignored Putin’s “red lines” that Ukraine not permit to joint NATO, but, more importantly, not serve as Western arms depot near the Russian border. Biden spent an hour-and-twenty-minutes talking on Zoom with NATO and his EU allies about what to do in the event of a Russian invasion of Ukraine.  What kind of military alliance threatens a sovereign state for pure conjecture about a possible invasion?  Putin has said emphatically that he has no intention of invading Ukraine, only wants the U.S., EU and NATO to stop supplying Ukraine with lethal weapons. Today’s call, Biden spoke to members of the European Commission, European Council,NATO, France, Germany, Italy, Poland and the United Kingdom.

           Pentagon Spokesman John Kirby announced today that 8,500 U.S. troops were put on “high alert,” ready, but not yet deployed to the European theater. “The leaders underscored their shared desire for a diplomatic solution to the current tensions and review recent engagements with Russia in multiple formats,” said the White House.  White House clearly has used the EU and NATO to play a dangerous game of chicken with Putin, all because Biden conjectures that Putin might invade Ukraine.  When Putin seized the Crimean Peninsula March 1, 2014, it was due to a Feb. 22, 2014 CIA-backed coup that toppled the duly elected, Kremlin backed government of Viktor Yanukovych.  Annexing Crimea, Putin protected his Sevastopol, Crimea naval base.  There’s no comparable situation in Ukraine now, other than the U.S. and NATO supplying lethal weapons.

           Biden speaks and acts like Putin has invaded Ukraine, when, in fact, all his military assets are inside the Russian border. Biden hopes his gunboat diplomacy forces Putin to withdraw his military assets away from the Ukraine border.  When does a sovereign power, like the U.S., have a right to order another sovereign power what to do with their own military assets inside their own border?  Biden acts like Putin has crossed into Ukraine and sounds the alarm with his EU and NATO partners.  “Today, I spoke with European leaders in response to Russia military buildup on Ukraine’s borders.  We discussed our joint efforts to deter further Russian aggression, such as preparations to impose severe economic costs on Russia and reinforces security on the Eastern front,” Biden said, confused about what constitutes Russian aggression. Threatening Putin with crippling economic sanctions sounds like aggression.

           Biden’s approach to Putin has been one of “gunboat diplomacy,” threatening Putin with punitive economic consequences unless he does exactly what Biden demands.  Putin asked for a written response to his request for guarantees that Ukraine not be given NATO membership. But, more importantly, that the U.S. stop using Ukraine as an ammunition dump on the Russian border.  Biden says Putin is the aggressor but not only has he not invaded Ukraine, he hasn’t supplied U.S. adversaries with offensive weapons to threaten NATO members, like Lithuania, Latvia and Estonia. When it comes to what happens inside the Russia border, that’s entirely Putin’s sovereign right, until he breaches Ukraine’s sovereignty.  Since when does Putin demand that the U.S. stop troop deployments or weapons inside the U.S. border?  Biden’s argument of Putin’s aggression exposes his own hypocrisy.

           Biden’s meddling into the Ukraine situation has pushed the world to the brink, dragging the EU and NATO into his personal vendetta with Putin.  Putin has done nothing other than mass 100,000 troops inside Russia near the Ukrainian border. Putin wants the U.S., EU and NATO to know that he won’t allow Ukraine to be the next trans-Atlantic armed camp ready to pounce on the Russian Federation.  Keeping his troops inside Russia near the Ukrainian border sends a loud message to the Western alliance to stop using Ukraine, on Russia’s border, as a military base with which to potentially attack the Russian Federation. When Biden talks of Russian aggression, he’s oblivious to what he’s doing to Russian national security. Biden’s EU and NATO allies want a diplomatic solution to the current crisis, not more “gunboat diplomacy” aimed at threatening the Russian Federation.

About the Author

John M. Curtis writes politically neutral commentary analyzing spin in national and global news. He’s editor of OnlineColumnist.com and author of Dodging The Bullet an Operation C

[askrusschil]

Como reaccionaria rusia si encontrara a chilito todo drogado y siendo abusado (sexualmente) por alemania? :'0 (cosas perturbadoras que me gusta preguntar. Pdd: amo tus dibujos, son los mejores en mi opinion)

A countryputazos lo arreglan, asies

[cooperhewitt]

Palpable Color

Author: Janice Lessman-Moss

In celebration of the second annual New York Textile Month, members of the Textile Society of America will author Object of the Day for the month of September. A non-profit professional organization of scholars, educators, and artists in the field of textiles, TSA provides an international forum for the exchange and dissemination of information about textiles worldwide.

This stunning textile represents a successful integration of the handweaver’s sensibility with the power and versatility of electronic jacquard technology. It was created by Patricia Kinsella in 1991 when she was a member of the Muller Zell Jacquard Project, an opportunity for invited weavers to explore and develop work in an industrial setting with the support of the Muller Zell textile company in Germany.

The weaving presents a dramatic composition activated by columnar shapes with jagged contours, that establish an interesting interplay of figure and ground. The relatively flat dark shadowy forms, containing subtle shifts of dark blue hue in a weft dominant twill, contrast with the bright warmth of the summery sunset colors of the patterned ground. Some of the horizontal stripes, anchor the composition with a tactile and visual solidity echoing architectural divisions/appointments like window panes, while other stripes blend softly with one another in an atmospheric glow. By contrast, the vertical stripes of the warp appear fragmented as they define the surface of the randomly placed diagonally oriented organic figures that resemble gestural brush strokes. The squiggly raised lines that appear in these directional shapes of warp dominant satin, are determined by a dominant weft weave structure that adds an interesting textural detail and quality of connection with the ground plane. The warp stripes appear in faint echoes throughout the entire field in a beautiful example of optical color blending.

While the color is clearly the main player in the composition, the selection of weave structures beautifully emphasizes the physicality of the plane. The relief surface provides a haptic enticement to the graphic appeal of the design. Satins produce a slightly raised reflective surface, while the twills enliven the ground and the columns with directional movement, exhibiting the regularly spaced diagonal repetition that is a foil to the various angles, and curvilinear edges which define the shapes. The horizontal and vertical stripes, visually weave in and out of space and provide a macrocosmic reiteration of the microcosmic grid of the warp and weft axes.

photo: Janice Lessman-Moss, 2007

Kinsella had previously been immersed in the creation of unique complex hand weavings that contained a similar vocabulary of marks, patterns, colors and textures. They were rich in spatial and associative intrigue, referencing maps and fractals while emphasizing the axes of weaving through selective gradations of color in both the warp and weft. The color play juxtaposed smooth and abrupt relationships throughout the field causing the ground shapes or patterns to recede and advance in unexpected passages throughout the composition.

When invited to participate in the Muller Zell project that allowed her to create this weaving in the Cooper Hewitt collection, she had to switch gears and recalled the challenge of the experience to me in our recent email conversation. Because her hand woven pieces were all singular conceptual objects, she wanted this jacquard textile to retain some of that unique character by avoiding a strongly defined repeat. She was able to create a design with a very large repeat that it is difficult to discern at first glance. Primarily she was interested in maintaining the “palpable physicality of color” that characterized her handwoven work. To this end, she did some sampling on her hand loom with yarns of her own choosing to explore color, texture and structural/weave options. She then had Muller Zell wind a special warp for her weavings that contained multiple warp stripes arranged to her specifications. In the weft, she used the maximum rotation of colors capable of being handled by the electronic loom – even having yarns plied specially for her to obtain the blending of color that was essential to her design. Kinsella was pleased with the results and I too find them beautiful and effective!

Janice Lessman-Moss is a weaver and professor of textiles in the School of Art at Kent State University.

from Cooper Hewitt, Smithsonian Design Museum https://ift.tt/2PWavUb via IFTTT

[livingcorner]

Outdoor education – Wikipedia

Outdoor education is organized learning that takes place in the outdoors. Outdoor education programs sometimes involve residential or journey wilderness-based experiences in which students participate in a variety of adventurous challenges and outdoor activities such as hiking, climbing, canoeing, ropes courses and group games. Outdoor education draws upon the philosophy, theory, and practices of experiential education and environmental education.

You're reading: Outdoor education – Wikipedia

Scope[edit]

Outdoor education has diverse goals and practices, but always involves learning about, in, and through the outdoors.

Definitions[edit]

Outdoor education can be simply defined as experiential learning in, for, or about the outdoors. The term ‘outdoor education’, however, is used broadly to refer to a range of organized activities that take place in a variety of ways in predominantly outdoor environments. Common definitions of outdoor education are difficult to achieve because interpretations vary according to culture, philosophy, and local conditions.[1]

Outdoor education is often referred to as synonymous with outdoor learning, outdoor school, forest schools and wilderness education. Outdoor education often uses or draws upon related elements and/or informs related areas. The hallmark of outdoor education is its focus on the “outdoor” side of this education; whereas adventure education would focus on the adventure side and environmental education would focus on environmental. Expeditionary education involves expeditions into wilderness “where man is but a visitor.” All of these activities typically involve experiential education.

Education outside the classroom[edit]

“Education outside the classroom” describes school curriculum learning, other than with a class of students sitting in a room with a teacher and books. It encompasses biology field trips and searching for insects in the school garden, as well as indoor activities like observing stock control in a local shop, or visiting a museum. It is a concept currently enjoying a revival because of the recognition of benefits from the more active style. The Education and Skills Committee[2] of the House of Commons of the United Kingdom has reported that it brings history and art to life, develops social skills, and clearly enhances geography and science.,.[3] There are key policies in place for outdoor learning in England,[4] Scotland[5] and Wales.

Despite the evidence supporting an extension of outdoor learning for children, there are a number of obstacles in the way. One of these obstacles is risk aversion amongst teachers, parents and others, raising reluctance to such diverse and physical tasks. The journalist Tim Gill has written about parental and institutional risk aversion affecting many activities with children in his book “No Fear”.[6] Another obstacle is the perceived high cost of facilitating outdoor learning. Creating an outdoor learning environment needn’t cost a great deal, however. The UK Early Years Framework Stage, which outlines best practice in Early Years teaching, asserts that: “Outdoor learning is more effective when adults focus on what children need to be able to do rather than what children need to have. An approach that considers experiences rather than equipment places children at the centre of learning and ensures that individual children’s learning and developmental needs are taken account of and met effectively”[7]

Linda Tallent, a UK-based educational consultant who has worked extensively with schools to develop their outdoor spaces into learning environments, agrees. She believes that by focussing on activities and skill development, it is possible to develop an outdoor learning curriculum on a ‘shoe string’.[8] She cites a comment by Will Nixon, who reminds readers that ‘Using the real world is the way learning has happened for 99.9% of human existence. Only in the last hundred years have we put it into a little box called a classroom.’.[9] Tallent also refers to evidence from a number of studies that the most effective way of learning is through participation, and calls on educators to make a special effort to create opportunities for children to participate in their learning.

Aims[edit]

Some typical aims of outdoor education are to:

learn how to overcome adversity;

enhance personal and social development;

develop a deeper relationship with nature;

raise attainment through better teaching and learning experiences.

Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one program to another. An outdoor education program can, for example, emphasize one (or more) of these aims to:

teach outdoor survival skills

improve problem solving skills

reduce recidivism

enhance teamwork

develop leadership skills

understand natural environments

promote spirituality

provide an active, first-hand learning experience

Outdoor education is often used as a means to create a deeper sense of place for people in a community. Sense of place is manifested through the understanding and connection that one has with the area in which they reside. Sense of place is an important aspect of environmentalism as well as environmental justice because it makes the importance of sustaining a particular ecosystem that much more personal to an individual.[10]

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History[edit]

Field trip: school children outdoors listening to man, c. 1899, US

Modern outdoor education owes its beginnings to separate initiatives. Organized camping was evident in the late nineteenth century and early twentieth century in Europe, the UK, the US, Australia, and New Zealand. The Scouting movement, established in the UK in 1907 by Robert Baden-Powell, employs non-formal education with an emphasis on practical outdoor activities. The first Outward Bound centre at Aberdyfi in Wales was established during the Second World War. The Forest schools of Denmark are examples of European programs with similar aims and objectives.

Key outdoor education pioneers include Kurt Hahn, a German educator who founded schools such as the Schule Schloss Salem in Germany; the United World Colleges movement, the Duke of Edinburgh Award scheme (which emphasizes community service, craftsmanship skills, physical skill, and outdoor expeditions), and the Outward Bound movement.

The second half of the twentieth century saw rapid growth of outdoor education in all sectors (state, voluntary, and commercial) with an ever-widening range of client groups and applications. In this period Outward Bound spread to over 40 countries, including the US in the 1960s. Other US based outdoor education programs include Project Adventure and the National Outdoor Leadership School (NOLS). Project Adventure focuses on day use of ropes courses. NOLS uses the outdoor setting to train leaders for outdoor programs and for other settings including training every new US astronaut and 10% of the US Naval Academy. The Association for Experiential Education is a professional association for “experiential” educators. The Wilderness Education Association (WEA) is a consortium of college outdoor education programs with a standard curriculum based on an academic model. (See also North America in the Around the World section.)

A history of outdoor education in the UK has been documented by Lyn Cook (1999),[11] and a history of outdoor education in New Zealand has been published in Pip Lynch’s Camping in the Curriculum (2007).[12]

Philosophy and theory[edit]

Philosophy and theory about outdoor education tends to emphasise the effect of natural environments on human beings, the educative role of stress and challenge, and experiential learning.[1]

One view is that participants are at their “rawest” level when outdoors because they are “stripped” of many of the conveniences of modern life. Participants can become more aware that they are part of a greater ecosystem and are not as bound by social customs and norms. In essence participants can be true to themselves and more able to see others as people regardless of race, class, religion etc. Outdoor education also helps instill the basic elements of teamwork because participants often need to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally.[citation needed ]

The roots of modern outdoor education can be found in the philosophical work of:

Comenius

John Dewey

William James

Aldo Leopold

John Locke

John Muir

Jean-Jacques Rousseau

Henry David Thoreau

Johann Heinrich Pestalozzi

The Outward Bound Process Model, adapted from Walsh and Golins (1976).[13]

Foundational work on the philosophy of outdoor education includes work by:

Kurt Hahn

Willi Unsoeld

A wide range of social science and specific outdoor education theories and models have been applied in an effort to better understand outdoor education. Amongst the key theoretical models or concepts are:

Experiential education theories

Group development theories

the Outward Bound Process Model[13]

Stress, optimal arousal, comfort zone, and psychological flow theories

Psychoevolutionary theory and the Biophilia hypothesis

Around the world[edit]

Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on the cultural context. Some countries, for example, view outdoor education as synonymous with environmental education, whilst other countries treat outdoor education and environmental education as distinct. Modern forms of outdoor education are most prevalent in the UK, US, Australia, New Zealand, Europe and to some extent Asia and Africa.[citation needed ] Many outdoor Education programs were cancelled in 2020 due to the COVID-19 Pandemic.

The UK: The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors. The EOC deems outdoor education as “providing depth to the curriculum and makes an important contribution to students’ physical, personal and social education.”.[14] In the UK, Learning through Landscapes champion the use of School Grounds as a cost effective, easily accessible place of learning and play. Forest School.[15] is also fashionable in the UK, providing a very specialist approach to personal development within the wider context of Outdoor Learning.

Australia & New Zealand: Throughout Australia & New Zealand many school students undertake outdoor / outdoor and environmental education. Aust / NZ have several outdoor education degrees and vocational outdoor recreation programs. Once teachers and outdoor leaders have completed their studies, many have opportunities to work in schools, private organisations or various outdoor education centres in either country. Outdoor Education is mandated as part of the New Zealand Health and Physical Education as one of the 7 key areas of learning {Te Kete Ipurungi, 2014, https://ift.tt/2WLahaV}. The Australian Curriculum Assessment and Reporting Authority with support from Outdoor Education Australia has developed curriculum documents to support schools to conduct outdoor education throughout the country primarily through the learning areas of Science, Health and Physical Education and Humanities {ACARA, 2014, https://ift.tt/2Vkon2g}

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Canada: Environmental education, most notably outdoor education in Canada is seen through outdoor camp and residential programs, school-based programs and commercial travel operations. Outdoor education in Canada is based around “hard” technical skills—often travel and camping skills—and the “soft”—group skills and personal growth qualities—are blended with, one might say, the “green” and “warm” skills of a complementary eco-adventure focus.”[16] Adventures are found whether one is partaking in environmental awareness or team-building workshops throughout Canada. Many schools and after-school programs such as The YMCA camps lean towards outdoor education, especially during the summer months.[citation needed ]

Denmark: Denmark is known as one of the more environmentally conscious countries in the developed world. One of the ways in which this presents itself, is through the forest school system that exists there. Children are taught in the woods using nature and animals to learn about basic environmental education as well as the fundamental elementary education that is required.[17]

Finland: At Finnish schools, the term “outdoor education” represents teaching and learning that takes place outside the classroom with the aim to achieve goals in the National core curriculum for basic education as and in the National core curriculum for upper secondary schools. In the upper secondary schools (students aged 16–18), the theme is “Sustainable development”. Students are encouraged to pursue a sustainable lifestyle, to take action for sustainable development, and to examine the challenges of SD.[18] Some vocational institutes offer secondary lever degree in Nature and Environmental Studies focusing mainly to tourism and experience industries.[19] Humak University of Applied Sciences offers a bachelor’s degree in Adventure and Outdoor Education in its English language programme focusing on the technical skills for the adventure sports and pedagogy, tourism and entrepreneurship. Annually 20 students are taken in to the programme.[20] In addition Humak University of Applied Sciences offers updating education for teachers and persons active in adventure sports in their Open University of Applied Sciences.[21]

France: Alain Kerjean founded in 1986 “Hors Limites-Outward Bound France”, adaptation to adults of active pedagogy and introduces in France apprentissage par l’expérience movement. The first Latin country member of this network. Honnor president : SAS Prince Albert of Monaco. In 1994 was founded two bodies : Association Apprendre par l’expérience (youth), and SARL Expérientiel (corporate). From 2008, Alain Kerjean develops Outdoor Education for universities in Romania and advises in France training organizations wishing to design programs based on this pedagogy. His books and articles make available Anglo-Saxon research and publications on the subject to the French public.[citation needed ]

Spain: the first major and highly publicized outdoor learning project was Ruta Quetzal. Launched with assistance of king Juan Carlos in 1979, it was heavily focused on exploring cross-Atlantic Hispanidad cultural links and for decades was managed by the adventurer and media celebrity, Miguel de la Quadra-Salcedo. The project is ongoing. There are numerous similar though less ambitious schemes currently operational, e.g. Rumbo al Sur, annual tours in Africa managed by a TV reality-show star Telmo Aldaz de la Quadra-Salcedo.[22]

Research and critical views[edit]

There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of the difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes.

A major meta-analysis of 97 empirical studies indicated a positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills.[23] This study also indicated that there appeared to be ongoing positive effects. The largest empirical study of the effects of outdoor education programs (mostly Outward Bound programs) found small-moderate short-term positive impacts on a diverse range of generic life skills, with the strongest outcomes for longer, expedition-based programs with motivated young adults, and partial long-term retention of these gains.[24]

In “Adventure in a Bun”, Chris Loynes[25] has suggested that outdoor education is increasingly an entertainment park consumption experience. In a paper entitled “The Generative Paradigm”,[26] Loynes has also called for an increase in “creativity, spontaneity and vitality”. These dialogues indicate a need for those working in outdoor education to examine assumptions to ensure that their work is educational (Hovelynck & Peeters, 2003).[citation needed ]

Outdoor education has been found more beneficial to those students who find classroom learning more challenging[citation needed ]. Maynard, Waters & Clement (2013)[27] found that, resonating with their previous findings, the teachers in their study reported “that when engaged in child-initiated activity in the outdoor environment, over half of the children who in the classroom were perceived to be ‘underachieving’ appeared to behave differently” (p. 221). Their work aims to support the notion that the more natural outdoor spaces in which child-initiated activities take place both directly and indirectly diminish the perception of underachievement. This is important because a number of studies have shown that expectations based on perception of students is important for student learning.

This may also be due to a non-academic family background, or a personal psychological trait such as attention deficit hyperactivity disorder.

When German children from forest kindergartens went to primary school, teachers observed a significant improvement in reading, writing, mathematics, social interactions and many other areas.[28] A yearlong study was done where a group of 9th and 12th grade students learned through outdoor education. The focus was on raising the critical thinking skills of the students as a measure of improvement, where critical thinking was defined to be, “the process of purposeful self-regulatory judgment and decision making”. The problem solving capabilities included the ability of students to interpret, to analyze, to evaluate, to infer, to explain and to self-regulate. Researchers found that both 9th and 12th graders scored higher than the control groups in critical thinking by a significant amount.[29] Using the Environment as an Integrating Context for learning (EIC) is the foundation of a substantial report[30] which found benefits in learning outside the classroom on standardized measures of academic achievement in reading, writing, math, science, and social studies; reduced discipline problems; and increased enthusiasm for learning and pride in accomplishments.

Trends[edit]

There are several important trends and changing circumstances for outdoor education, including:

Climate change

Nature deficit disorder

Exercise trends and fitness culture

Rationalization (sociology)

Standards-based education reform

See also[edit]

Activities[edit]

Associations[edit]

American Camp Association

Association for Experiential Education

Organizations[edit]

Learning through Landscapes – UK based champions of school grounds for outdoor learning and play.

The Duke of Edinburgh’s Award – award for personal achievement, including outdoor activities

National Outdoor Leadership School

Boy Scouts of America – youth leadership and outdoors training, “Venturing” co-ed for 14-20

Nature’s Classroom – environmental education program in the US

Boston Schoolyard Initiative – elementary school based outdoor environmental education

Outdoor Education Group – educational organization in Australia

Outward Bound – international educational organization

Solid Rock Outdoor Ministries – Christian Outdoor Leadership and Education organization.

John Muir Award (disambiguation)

Forest School

People[edit]

Robert Stephenson Smyth Baden-Powell: Founder of the Scout Movement and The Scout Association.[31][32]

Juliette Gordon Low: Founder of the Girl Scouts of the USA

Daniel Carter Beard: Outdoorsman. Founder of the Boy Pioneers. Co-founder of the Boy Scouts of America and the Camp Fire Girls.[33]

Edward Urner Goodman: Scoutmaster. Camp Director, Treasure Island Scout Reservation. National Program Director, Boy Scouts of America. Founder, Order of the Arrow.[34][35]

Bear Grylls / Edward Michael Grylls: Outdoor adventurer; summitted Mt. Everest. Chief Scout of The Scout Association.

Luther Halsey Gulick: Proponent of Playground Education. Co-founder of the Boy Scouts of America and the Camp Fire Girls.

Kurt Hahn / Kurt Matthias Robert Martin Hahn: Experiential educator. Founder of Schule Schloss Salem, Gordonstoun, and United World Colleges system. Founded Outward Bound with Lawrence Durning Holt and Jim Hogan. Originator of the Moray Badge, the forerunner of the County Badge[36]

William Hillcourt: Boy Scout; Scoutmaster; Scouting professional. Authored many books and articles on Scouting, outdoor activities, and Scout skills, including the first Scout Fieldbook and three editions of the Boy Scout Handbook of the BSA. Endeavored to maintain the outdoor orientation of US Boy Scouting.[37]

James Kielsmeier: Outward Bound instructor. Proponent of experiential education and service learning. Founder of the National Youth Leadership Council and the Center for Experiential Education and Service-Learning (University of Minnesota).

Ernst Killander: Soldier; Boy Scout leader; propagator of orienteering.

Richard Louv: Journalist. Proponent of nature awareness and opponent of what he termed “nature-deficit disorder.”

John P. Milton: Conducted life transformation journeys in wilderness areas of Asia, Africa, North America, and South America. Founder of Sacred Passage and The Way of Nature Fellowship.[38][39]

Joshua Lewis Miner, III: Worked at Gordonstoun; took Kurt Hahn’s ideas to the USA. Co-founder of Colorado Outward Bound School with Charles Froelicher. Founder of Outward Bound USA. Inspired use of outdoor education in the Peace Corps.[40][41]

Ohiyesa / Charles Alexander Eastman: North American Indian of the Isáŋyathi tribe of the Dakota nation; physician; author; worked closely with YMCA, Woodcraft Indians, and YMCA Indian Guides; co-founder of the Boy Scouts of America and Camp Fire Girls.[42][43]

Tony Pammer: Canoeing instructor. Co-founder and CEO of the Outdoor Education Group.[44]

Jerry Pieh: Outward Bound instructor and school principal who pioneered the introduction of Outward Bound methods into the mainstream school system; father of Project Adventure (founded with Mary Ladd Smith, Robert Lentz, Karl Rohnke, Jim Schoel and others), which gave impetus to Adventure-Based Counseling.[45]

Edgar Munroe Robinson: YMCA summer camp director. Set up the fledgling Boy Scouts of America organization.

Ernest Thompson Seton: Founded the Woodcraft Indians and the Woodcraft League. Inspiration and major source of Baden-Powell’s Scouting for Boys. Co-founder of the Boy Scouts of America and the Camp Fire Girls. Chief Scout of the Boy Scouts of America.[46][47]

Topics[edit]

References[edit]

^ a b Outdoor recreation. (n.d.). Retrieved from https://ift.tt/3DMH287

^ Education and Skills Committee, House of Commons

^ Education Outside the Classroom (PDF). House of Commons. 2005.

^ https://ift.tt/2YspiPi.

^ https://ift.tt/3DMGYFp.

^ Gill, Tim (2007). No fear: Growing up in a Risk Averse society (PDF). Calouste Gulbenkian Foundation. p. 81. ISBN +61404532026. Archived from the original (PDF) on +61404532026.

^ Early Years Framework Stage ‘Effective Practice: Outdoor Learning”, 2007 “Archived copy” (PDF). Archived from the original (PDF) on July 1, 2008. Retrieved September 24, 2010.CS1 maint: archived copy as title (link)

^ Linda Tallent, ‘Outdoor Learning’, 2007

^ Will Nixon, ‘Letting Nature Shape Childhood’, The Amicus Journal, Fall 1997, in Linda Tallent ‘Outdoor Learning’ 2007

^ Kudryavtsev, Alex; Krasny, Marianne E.; Stedman, Richard C. (+61404532026). “The impact of environmental education on sense of place among urban youth”. Ecosphere. 3 (4): art29. doi:10.1890/ES+61404532026. ISSN +61404532026.

^ Cook L. (1999). The 1944 Education Act and outdoor education: from policy to practice. History of Education, 28 (2), 157-172. ISBN +61404532026

^ Lynch, P. (?). Camping in the Curriculum: A History of Outdoor Education in New Zealand Schools. PML publications, Lincoln University, Canterbury, New Zealand.

^ a b Walsh, V., & Golins, G. L. (1976). The exploration of the Outward Bound process. Denver, CO: Colorado Outward Bound School.

^ English Outdoor Council. (n.d.). “High Quality Outdoor Education” (PDF). English Outdoor Council. Retrieved July 19, 2013.

^ “What Is Forest School?”.

^ Henderson, B., & Potter, G. T. (n.d.). Outdoor AdventureEducation in Canada: Seeking The Country Way Back In. 227-242.

^ “Early Nature Lessons in Denmark’s Forest Preschools -The official website of Denmark”. denmark.dk. Retrieved +61404532026.

^ “Opetussuunnitelma ja ympäristökasvatus – LYKE-verkosto”. finland.fi. Retrieved +61404532026.

^ “Luonto ja ympäristöalan perustutkinto 2014” (PDF). finland.fi. Retrieved +61404532026.

^ “Bachelor’s Degree in Adventure and Outdoor Education”. finland.fi. Retrieved +61404532026.

^ “Suomen makein avoimen amk:n opintojakso? Seikkailukasvatus Humakissa”. finland.fi. Retrieved +61404532026.

^ La expedición «Madrid Rumbo al Sur» reconoce problemas de financiación, [in:] ABC +61404532026

^ Hattie, J. A., Marsh, H. W., Neill, J. T. & Richards, G. E. (1997). Adventure education and Outward Bound: Out-of-class experiences that have a lasting effect. Review of Educational Research, 67, 43-87.

^ Neill, J. T. (2008). Enhancing personal effectiveness: Impacts of outdoor education programs. PhD thesis. Sydney: University of Western Sydney.

^ Loynes, Chris (1998). “Adventure in a Bun” (PDF). Journal of Experiential Education. 21 (1): 35–39. doi:10.1177/+61404532026. S2CID +61404532026.

^ Loynes, Chris (2002). “The Generative Paradigm” (PDF). JAEOL. 2 (2).

^ Maynard, Trisha; Waters, Jane; Clement, Jennifer (2013). “Child-initiated learning, the outdoor environment and the ‘underachieving’ child”. Early Years. 33 (3): 212. doi:10.1080/+61404532026. S2CID +61404532026.

^ Gorges R. Waldkindergartenkinder Im Ersten Schuljahr Archived May 16, 2011, at the Wayback Machine (in German)

^ Ernest; Monroe (2004). “The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking”. Environmental Education Research. 10 (4): 522. Retrieved 14 March 2014.

^ Lieberman, Gerald A.; Hoody, Linda L. (1998). Closing the Achievement Gap (PDF). State Education and Environment Round Table.

^ The Scout Movement is the most widespread associated network of outdoor adventure-based education implementers.

^ Aside from Scouting affiliates, there also have been organizations which sprouted out and away from the root Scout idea.[1]

^ Books by Daniel Carter Beard

^ Block, Nelson, 2000, A Thing of the Spirit: the life of E. Urner Goodman, Boy Scouts of America.

^ Davis, Kenneth (PhD history, U Virginia; Colonel, US Army), The Brotherhood of Cheerful Service: a history of the Order of the Arrow, Boy Scouts of America, 1990, 1995, 2000. ISBN +61404532026. ISBN +61404532026.

^ Birth of Outward Bound

^ Block, Nelson, “William Hillcourt: Scoutmaster to the World”, The Journal of Scouting History.

^ The Way of Nature Fellowship

^ John Milton Archived August 23, 2012, at the Wayback Machine

^ Miner, Joshua & Joseph Boldt, Outward Bound USA: learning through experience in adventure-based education, William Morrow & Co, 1981.

^ Miner, Joshua & Joseph Boldt, Outward Bound USA: Crew, Not Passengers, Mountaineers Books, 2002. ISBN +61404532026

^ Charles Alexander Eastman Archived May 28, 2010, at the Wayback Machine

^ Martinez, David, 2009 Dakota Philosopher, St. Paul, Minnesota: Minnesota Historical Society Press, ISBN +61404532026-X.

^ Outdoor Education Group Archived June 21, 2012, at the Wayback Machine

^ Project Adventure Evolution

^ Witt, David, 2010, Ernest Thompson Seton: The Life and Legacy of an Artist and Conservationist, Gibbs Smith. ISBN +61404532026. ISBN +61404532026.

^ Seton, Julia, By a Thousand Fires, 1967.

External links[edit]

Source: https://livingcorner.com.au Category: Outdoor

source https://livingcorner.com.au/outdoor-education-wikipedia/