Friluftsliv i skolen – et potentiale for dannelse og bærekraftige menneske-natur relationer?

This article explores how posthumanist theory can contribute to new understandings of Bildung, sustainability, and environmental awareness within outdoor education (Friluftsliv) in Norwegian schools. Drawing on Karen Barad (2007), it investigates new understandings of ontological, epistemological, and ethical perspectives on Bildung processes in the context of outdoor education in the Physical Education subject. A posthumanist understanding of Bildung ontologically assumes that educational relationships encompass both human and more-than-human agencies. Consequently, we must rethink the student as a subject of learning and view their agency as extended and shared with a more-than-human world. Epistemologically, this has consequences for how students and teachers understand and interact with nature, and ultimately, how sustainable behavior and environmental awareness are cultivated. The student's formation in nature must be viewed as dynamic nature-cultural inter-actions, which entails an ethical responsibility for non-human creatures and life processes. The article thereby develops new dimensions on how outdoor education within physical education can articulate a potential for students' formation towards sustainable behavior and environmental awareness in their encounters with nature.