title: Editor's note

authors: Brown, Mike

subjects: outdoor education

abstract: The papers in this issue of the journal, fortuitously rather than intentionally, focus attention on two themes pertinent to outdoor education researchers and practitioners. The authors address issues concerned with outdoor education in the school context and the role it might play in educating for sustainability.

text: Editor's note The papers in this issue of the journal, fortuitously rather than intentionally, focus attention on two themes pertinent to outdoor education researchers and practitioners. The authors address issues concerned with outdoor education in the school context and the role it might play in educating for sustainability.

year: 2011

title: Filling out the picture: Wittgenstein on differences and alternatives

authors: Bowell, Tracy

subjects: Wittgenstein

abstract: At several points in his later writings Wittgenstein discusses imaginary forms of life and ways of thinking that appear queer or alien from our point of view; concepts so different from ours that those who think from within them seem to be alternatives to us. In this paper I argue that reflection on the notions of difference and possibility in play here shows that imaginary cases of alien conceptual schemes or forms of life such as those considered by Wittgenstein are not all cases of concepts that are entirely unintelligible for us; rather they may represent possible, albeit distant, ways of thinking for us. Such cases serve to aid imaginative reflection on our own case(s). By making us appreciate the possibility of the strange, they help us better to appreciate the arbitrariness of the familiar. I end the paper by considering what the implications of this reading of Wittgenstein's position might be for Donald Davidson's rejection of conceptual relativism.

text: Filling out the picture: Wittgenstein on differences and alternatives At several points in his later writings Wittgenstein discusses imaginary forms of life and ways of thinking that appear queer or alien from our point of view; concepts so different from ours that those who think from within them seem to be alternatives to us. In this paper I argue that reflection on the notions of difference and possibility in play here shows that imaginary cases of alien conceptual schemes or forms of life such as those considered by Wittgenstein are not all cases of concepts that are entirely unintelligible for us; rather they may represent possible, albeit distant, ways of thinking for us. Such cases serve to aid imaginative reflection on our own case(s). By making us appreciate the possibility of the strange, they help us better to appreciate the arbitrariness of the familiar. I end the paper by considering what the implications of this reading of Wittgenstein's position might be for Donald Davidson's rejection of conceptual relativism.

year: 2009

title: Whānau mentoring, Māori youth and crime

authors: Joseph, Robert

abstract: This article will discuss how the whänau was the traditional institution for teaching and nurturing children through (among other things) effective mentoring, and how children were taught tikanga, or the ‘right way’ to think, speak, act and become. Traditional leadership development, whänau dysfunction and whänau renewal are also discussed, followed by my conclusions. This article will not be discussing the place of colonisation, high unemployment, lower education rates and other socio-economic disparities among Mäori that play a part in the causes and perpetuation of Mäori youth and crime. A discussion on the Treaty of Waitangi, indigenous rights, and Mäori development is also omitted although the importance of each of these areas is acknowledged. As the theme of this issue of Childrenz Issues is ‘seeking pathways beyond colonisation’, the focus of this article is on Mäori dealing appropriately with the problems of Mäori youth and crime through effective mentoring within the institution of the whänau.

text: Whānau mentoring, Māori youth and crime This article will discuss how the whänau was the traditional institution for teaching and nurturing children through (among other things) effective mentoring, and how children were taught tikanga, or the ‘right way’ to think, speak, act and become. Traditional leadership development, whänau dysfunction and whänau renewal are also discussed, followed by my conclusions. This article will not be discussing the place of colonisation, high unemployment, lower education rates and other socio-economic disparities among Mäori that play a part in the causes and perpetuation of Mäori youth and crime. A discussion on the Treaty of Waitangi, indigenous rights, and Mäori development is also omitted although the importance of each of these areas is acknowledged. As the theme of this issue of Childrenz Issues is ‘seeking pathways beyond colonisation’, the focus of this article is on Mäori dealing appropriately with the problems of Mäori youth and crime through effective mentoring within the institution of the whänau.

year: 2007-01