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INTRODUCTION
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C
ontemporarysociety,asMaryClark(2004)notes,isinadeepcrisis,not
onlyecological,butalsomoral,spiritualandaesthetico
Today’speople,possessedbythedesiretoaccumulategoodsandderiveever
greaterprofits,losetheirtiestothenaturalworld,themselves,theirfriends
andotherpersonsoIneverydaylife,theevidenceoftheexistentialmodusof
beingislessandlessvisible,andmoreoftenwearewitnessingbehavioursthat
demonstratethepreferenceforthemodusofpossessing(Fromm,2010,po47)o
AccordingtoErichFromm(2010,po122),possessionrefersustothings,whe-
reasbeingisconnectedwithexperiencing,whichisaninseparableelementof
outdooreducationandthepedagogyofplaceoEducationoutsidethewallsof
theschoolorpreschoolisprobablyawayofreturningtonatureandreality,and
achancetoshapestudentstobeorientatedinlifetowardsresponsibleexistence
andcoexistenceintheworldoAndalthoughitismoreandmoreoftendiscussed
indebatesdevotedtonewtrendsineducation,itstilllackstherightplacein
psycho-pedagogicalscienceandpracticeoTerearenumerousworksonoutdoor
educationandpedagogyofplace,especiallyconspicuousinforeignliterature,
becauseforalargegroupofresearchersandpractitionersithasbecomean
excellentwayoflearningoPlaceandthesenseofplacehavebecomepopular
concepts,andscientists,therapistsandeducatorsareincreasinglyattemptingto
readandinterpretcomplexandmulti-levellinksbetweenupbringing,education,
care,therapyandtheplaceo
Itshouldbenoted,however,thatinspiteofthegrowinginterestinthe
environmentsofoutdooreducationofchildrenandadolescents(Dahlgrenand
Szczepański,1998;Martin,2010;Rickinson,Dillon,Teamyetalo,2004;Ste-
wart,2008;StewartandMűller,2009),theinitiativesinthisarea-although
veryvaluable-donotyetrepresentsuchaconceptofaneducationprogramme
Introduction•13
