This paper investigates how scaffolds relate to learning in practice. The practice of masters and their engagement “in-the-world” is also examined from the perspective of the philosophical term ‘let learn’ [allow to learn]. The research participants were members of a leisure sea kayak community located on the outskirts of the Oslofjord, Norway. The paper is based on ethnographic fieldwork, participation-observation research and interviews with members of this community. It includes an examination of the effect on educational progression of proximity to a more proficient paddler (master) and initiation into “clapotis training” [kayaking in areas of wave-interference]. Paddlers communicate their knowledge through body signs, either by signaling OK with their hands, or simply by not returning to the group from an individual exploration. Some learning situations involve going into or close to areas of danger. Through being first to enter “hot spots,” more ex- perienced kayakers express their relationship to the ocean and kayaking, “letting learn”, leading by revealing and mediating what they find meaningful.
Magnussen, L. I.
Being close to each other.
Journal of Outdoor Recreation, Education, and Leadership, 6(1), 20–32.