In most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.

Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.

Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.

This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.

The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.

The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.