Progettare per l’Outdoor Education tra creatività e rigore metodologico

Design constitutes a fundamental dimension for all educational and social professions; planning, in fact, is what guarantees to act methodically, to pursue goals and objectives in an intentional and orderly manner, to make educational action rigorous, transparent and, consequently, replicable, verifiable and communicable. \ r\ n In order to design, it is also necessary to master two main dimensions: one of a methodological nature, on which the contribution is concentrated, the other of a content type, for which reference is made to other essays in the context of which significant junctions of outdoor education are addressed. To design, implement and conduct projects in this area, it is therefore necessary to have an in-depth knowledge of the foundations, contexts and specificities that distinguish it and, at the same time, to master the logics and tools of socio-educational design that are, by their nature, transversal. \ r\nIn the text, after a terminological contextualization, we focus on some strategic elements that can help to effectively frame the definition of the design idea and its implementation, providing a quick overview of the different junctions that involve the designer.