Friluftsliv in a Pedagogical Context – a Wild Pedagogy Path toward Environmental Awareness

Jørgen Nerland, Helga Aadland


While outdoor education may traditionally be linked to such aspects as personal development and outdoor skills, environmental issues now prompt a consideration of how outdoor education can contribute to pro-environmental changes. In this article, we explore one pedagogical perspective on friluftsliv as an approach to wild pedagogies. Special attention is directed toward friluftsliv’s environmental dimension and the possible potential such a quality could have in the development of environmental awareness.

Keywords: friluftsliv, wild pedagogies, outdoor education, environmental education, environmental awareness, nature experience, ecophilosophy

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Copyright © Canadian Journal of Environmental Education (CJEE) ISSN 1205-5352