A Philosophy of Weather

This dissertation investigates, through weather metaphors in nature writing, how outdoor learning can be transformative. Although we have a robust history of books, essays, and poetry about experiences in weather-rich environments, education as a theoretical and applied field still lacks a philosophical foundation upon which to improve and expand outdoor pedagogy. Rather than proposing that the hermeneutical study of weather metaphors will lead to prescriptive lessons outdoors, this research aims to reveal the philosophy of transformative learning immanent in our experiences. With an increased philosophical understanding of the aesthetically transformative dimensions of outdoor experience, when our senses are most exposed, educators may take the next step of exploring what these experiences might do for the holistic education of students. This dissertation’s recognition of the aesthetic experiences students have in weather-saturated spaces promises to generate a richer definition of an effective learning environment.