The encouragement of individuality and personal liberty, the sort of romantic freedom that led visionary humans to great achievements and rewards in science, industry, and exploration, is still questioned when applied to mountaineering. Examines rewards that come from mountain climbing, including renewed connection with nature. (LZ)

Discloses need for emergency medical procedures to deal with long-term patient care in remote geographical areas. Urges development of new ethics and expertise to address unique problems of wilderness emergency medicine regarding improvisation, environmental hazards, rescue techniques, common wilderness medical problems (diarrhea, blisters,…

Outdoor adventure programs can provide opportunities for personal growth in areas commonly neglected by our mechanistic society. The specific qualities and abilities required of leaders in order for programs to fulfill their human growth potential are discussed. (MT)

Facilitators of experiential learning join together with clients to create and edit clients'"stories" of their experiences in ways that are relevant to clients' issues. Facilitators must accurately assess client needs to enhance the quality of the learning experience, indicate directions and sources for functional change, and create…

Outward Bound experiences, like rapelling down a mountain, help individuals confront and overcome fears. As a result, they can become better at their jobs. (JOW)

Criticizes the practice in adventure education of using Native American rituals and practices without the proper cultural context. Suggests that western society uses rites and ceremonies initiated in its own culture for experiential education. (KS)

Traces types of expeditions in the history of civilization. Describes the following phases in the current expedition experience: (1) conceptualization/dream phase; (2) the preparation phase; (3) the action/reality phase; and (4) the reporting/reflective/processing phase. An expedition should be self-contained, have an element of challenge, and…

Discusses the ways in which games change to adapt to new circumstances or needs. Looks at four games used in adventure- or experiential-education settings and the changes in procedures and props that developed over time. (SV)

This paper deals with managing a crisis in a wilderness situation. The terms "crisis" and "turning point" are used to describe what is more traditionally called an accident. Using these terms introduces the idea that crisis events occur as logical consequences of preceding decisions, errors, or omissions, not as the result of…

Examines the effectiveness of wilderness labs as a medium for developing management skills. Wilderness labs involve taking managers out of the corporate comfort zone into the outdoors to confront physical challenges. (JOW)

Addresses Outward Bound's redirection and rededication of service by taking a closer look at Hahn's philosophy of service and the models provided by various service-learning programs outside of Outward Bound. Examples which highlight major issues involved are Outward Bound Living/Learning Term and Tucker Foundation at Dartmouth College. (ERB)

Leisure bereft of all stress is action without purpose. Maximum motivation and gratification are achieved when a balance is achieved between abilities and responsibilities. Stress is an essential leisure ingredient that provides meaning and clarity to social experience. (CJ)

Discusses the content, rewards, risks, and legal implications of adventure education. (WD)

Debunks various myths related to the adventure experience: rural idyll versus urban squalor, the British character, leadership potential, adventure as substitute for aggression, role models, adventure experience as a route to political and social awareness, adventure is environmentally friendly, economic regeneration, the hills are free, adventure…

Five questions that can help trainers implement effective outdoor experiential training are (1) what is to be accomplished? (2) why outdoors? (3) what type of facilitator is needed? (4) what role does the trainer play? and (5) who should attend? (JOW)