One view is that participants return to the most primitive state when they are outdoors because they have been deprived of many conveniences in modern human civilization. Participants can realize that they are part of the big ecosystem and are not bound by modern social customs and norms. In essence, participants can be themselves and treat others with more respect, regardless of race, gender, social class and religion. Outdoor education can also promote the basic elements of teamwork, because participants often need to work together and rely on teamwork. For many people, high-altitude rope courses or other outdoor activities can expand their own "comfort zone" and guide them to challenge their physical health, which in turn can encourage participants to challenge their spiritual thoughts.
The roots of modern outdoor education can be found in the works of the following philosophers: Comenius, john dewey, William James, aldo leopold, aldo leopold, John Locke and john muir. Jean-Jean-jean-jacques rousseau, henry david thoreau and johann heinrich pestalozzi. Construction of Philosophical Foundation of Outdoor Education: Kurt Hahn and Willy ensor applied a series of concrete theories and models of social science and outdoor education to better understand outdoor education. Among them, some key theoretical models or concepts include: experiential education theory, expanding training process model, group development theory, pressure, optimal stimulation, comfort zone, psychological flow theory, psychological evolution theory and nature hypothesis of loving life.