Content area
Abstract
In this article I question whether a focus on transfer within outdoor adventure education (OAE) is desirable and if it is worth continuing to emphasize as a central construct. I argue that transfer is a highly problematic concept that has been difficult to empirically substantiate beyond controlled experimental settings. Given the ambiguity of the research findings, and changes in teaching and learning theories, I contend that OAE would be better served by focussing on assisting students to experience and understand the dynamics of social interaction rather than acquiring knowledge that can supposedly be transferred across contexts. This paper invites discussion around ideas from the situative perspective that focus on participation and the dynamics of social interaction rather than the current 'passive' transfer metaphor. The issues raised in the paper challenge existing OAE practices and encourage greater connections to the broader community in an effort to aid students' learning. [PUBLICATION ABSTRACT]
