通过户外教育，让人们了解我们的环境是如何工作的，以及我们为什么需要它。户外教育广义上定义为通过实践学习的哲学(Priest & Gass, 1997)。户外教育这个术语涵盖了环境教育和冒险教育两个主要科目(Martin et al, 2006)。在环境教育中，学习的重点放在人与自然环境和自然资源之间(普利斯特和加斯，1997)。冒险教育侧重于通过冒险经历给我们的机会来促进人际成长(Martin et al, 2006)。冒险教育通常是由一群人共同完成某项任务。这为他们提供了一个个人挑战，同时他们还需要运用诸如决策、沟通、合作等技能，最重要的是他们要学会互相信任(普利斯特和加斯，1997)。管理挑战的教育工作者以这样一种方式来构建它，即风险被认为比实际要高得多。这为参与者提供了更多的机会来达到他们的巅峰冒险点，同时仍然面临成长和改变的挑战(Priest & Gass, 1997)。这种类型的教育的例子是绳索课程，你的团队必须一起通过，或者是导航练习，你的团队被留下一些基本的设备，你被送到一个你不知道的地方。这导航运动可以是非常有益的,因为它可以看起来风险很高(当它只是你的小组和他们的生存技能),但实际上的指导了你就知道这个地区非常好,可以随时删除你如果情况要求。有了这种冒险教育，你就必须参与到环境教育中去，因为如果不了解环境，我们就会失去冒险教育中我们都热爱的自然和美丽。环境教育可以分为两部分:生态系统关系和模仿关系(Martin et al, 2006)。生态系统关系指的是生活在生态系统中的独立有机体，而ekistic关系指的是人与环境之间的相互作用，或我们如何对待我们的生态系统，以及反过来，这将如何影响我们(Martin et al, 2006)。这种关系的一个例子就是人类污染了河流或湖泊，然后又没有淡水可供饮用。在这种关系中，如果我们照顾那个特定的环境，它会反过来照顾我们。户外教育是我们了解彼此和自然环境的一个非常重要的工具。
A way to keep humans educated with how our environment works and why we need it is through Outdoor Education. Outdoor Education is broadly defined as the philosophy of learning by doing (Priest & Gass, 1997). The term Outdoor Education covers two main subjects of Environmental Education and Adventure Education (Martin et al, 2006). In Environmental Education the emphasis of learning is placed between people and their natural environment and natural resources (Priest & Gass, 1997). Adventure Education focuses on interpersonal growth through the opportunities that adventure experiences can give to us (Martin et al, 2006). Adventure Education is often done with a group of people that will have to work together to complete a certain task. This provides them with a personal challenge while still have to use skills such as decision making, communication, cooperation and most of all they learn to trust each other (Priest & Gass, 1997). The educator who is running the challenge structures it in such a way that the risk is perceived to be much higher than it truly is. This gives more opportunity for the participants to hit their peak adventure point while still being challenged to grow and change (Priest & Gass, 1997). Examples of this type of education would be a rope course where your team must all pass together or a navigation exercise where your team is left some basic equipment and you are dropped off in an area you don't know. This navigation exercise can be very beneficial as it can seem like the risks are very high (when it is just your group and their survival skills), but in truth the guides who dropped you there would know the area extremely well and can remove you at any time if the situation calls for it. With this adventure education you must then become involved with environmental education for without knowing about the environment we could lose the nature and beauty that we all love about adventure education (Priest & Gass, 1997). Environmental education can be parted into two segments: ecosystemic relationships and ekistic relationships (Martin et al, 2006). Ecosystemic relationships refer to independent organisms living in the ecosystem, whereas ekistic relationships refer to the interactions between people and the environment, or how we treat our ecosystem, and in turn, how that will affect us (Martin et al, 2006). An example of this relationship would be humans polluting a river or lake, then in turn having no fresh water to drink. In this relationship, if we take care of that specific environment, it will in turn take care of us. Outdoor education is a very important tool for us to understand each other and our natural environment.