The definition and characteristics of camp pedagogy – the concept of the hidden extra curriculum
The definition and characteristics of camp pedagogy – the concept of the hidden extra curriculum

Summary/Abstract: “The camp is a special, separate world where, children want to live by their own laws, to challenge their concept of the world for the days spent together.” (Jánosi, 1985, 171). Camps affect the entire childish character (Kádár, 1967). It seems that the validity of these statements has remained unchanged for 30-50 years, but has the concept of camping changed? Is there an accurate definition of camping and what can be considered as camp today? What are the basics of camping pedagogy, which educational disciplines is it part of and which is it closely connected to? How can camps be classified? So, first of all, by reviewing previous camp definitions, we are trying to provide a current one. In the second step, the characteristics of the camp and its pedagogical counterparts are considered. Third, we strive to create a usable camp typology. In the second step, the characteristics of the camp and its pedagogical counterparts are considered. Third, we strive to create a usable camp typology that is outlined along the open purpose, the target group, the involvement of participants, the dimension of transformation, the time of the camp, the locational aspect, and other pedagogically relevant dimensions. In the present study, we applied source analysis, content analysis, logical operations (analysis, synthesis, comparison). By reviewing previous camp definitions, we are trying to provide a current one on the basis of multi-day and intense togetherness, a different from home and experience-based environment and a pedagogical purpose embedded in leisure program services. Our article contains a new concept: we are trying to complete the description of camp pedagogy the concept of the hidden extracurriuculum, which can help to understand the pedagogically relevant activities outside of school.

• Details
• Contents