| Summary: | In this Perspectives section, four authors present current status of leisure studies, one of the youngest fields of research and teaching at the University of Iceland. Kolbrun Th. Palsdottir, the co-editor of the section, argues that leisure-time pedagogy should be considered an integral part of the school´s pedagogy, as after-school care has become part of the school-day for young school children. Kolbrún points out the importance of integrating informal learning methods, which emphasize the activities and selfcontrol of the learner, within the formal school environment. Ultimately, individuals are responsible for their own learning process and need the opportunity to develop all their capabilities. In her article, Vanda Sigurgeirsdottir introduces the concept of leisure education which aims at enhancing the quality of life through leisure, facilitating maximal leisure well-being and helping persons develop skills to successfully use their free time to their own benefit. Research shows that people are not born with a natural tendency to successfully use their free time. On the contrary, people often develop negative habits, such as alcohol and drug abuse, overeating or gambling addictions which affect their quality of life and are costly for society. Also leisure barriers hinder various groups of people from participating in leisure activities. Vanda Sigurgeirsdottir concludes that leisure education should be part of school education and should also be applied in institutions for vulnerable groups, such as prisoners, the elderly and disabled people. In the third article, Jakob Frimann Thorsteinsson outlines the beginning and transformation of the programme of Leisure Studies at the University of Iceland. This initiative began as a response to an increase of youth and leisure activities in municipalities and at the grass root level. In 2001 the Iceland University of Education launched a diploma programme in leisure studies, which was a part of the Department of Sport and Health. From 2003 the programme became an ...
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