Abstract
The Real World Learning network (RWLn), of which the Field Studies Council is a leading partner, set out in 2011 to explore elements that contribute to a ‘deep and meaningful’ outdoor education experience. This led to the development of the ‘Hand Model’ launched in early 2014, which aimed to support educators in developing Outdoor Learning for Sustainability (OLfS) as part of their practice. This paper comprehensively introduces the intraconnected elements of the Hand Model before going on to explore how the model has been used in practice within the FSC and beyond, and how it might assist the further development of OLfS in the future. Considering inconsistencies within the model, this paper will inform the reader of the educational debates and controversies surrounding its implementation as well as suggesting possible advantages of making use of the model in outdoor education practice. Three main areas are highlighted which stand out as exemplars of how the model holds practical use value, in ways which enhance the sometimes contradictory theory behind it: the use of narrative, story and metaphor; the experiential link between knowledge based learning and more open approaches; and development of care as a guiding ethic for Outdoor Learning for Sustainability