Contrary to a rule to never teach students to lead climb, an instructor taught several youth to lead climb at a parent's request. These students planned to pursue rock climbing on their own after they left school, and preparing them was deemed a safety precaution. Analysis of this "close call" offers guidelines for introducing students…

Through activity in the outdoors, we make ourselves more available to the value lessons of nature. Outdoor pursuits and adventure activities are the best providers of value experiences. These value experiences foster individual growth and respect for the environment. (KS)

Each person belongs to a racial group that determines the way they see themselves and others, how they view the world, and how they are viewed by the world. A safe adventure environment enables participants to explore and reflect on what racial identity means to them personally, which leads to broader understanding. (SAS)

Suggests that experiential education can be best understood as action accompanied by an attitude that embraces the adventure of learning, regardless of the format or environment in which learning occurs. Views current growth market as an adversity that may distract experiential educators from mission of conceptualizing meaningful educational…

Presents a new definition of outdoor education. Describes the different approaches to outdoor education advocated in adventure education and environmental education. Proposes that an integration of approaches can result in a functional outdoor education experience. (ML)

While rules are necessary for safe adventure courses, risk management approaches which include the judgment and responsibility of instructors in the field are in keeping with the fundamental values of adventure-based programs. Legalistic approaches that subordinate personal judgement to rules are not congruent with the goals of adventure…

This paper argues that, although the increased use of outdoor components in management courses has led to a resurgence of interest in the approach, it remains, nonetheless, mistrusted and misunderstood by many trainers. (Author/SSH)

Uses the Outward Bound School in Colorado as a metaphor for a school that emphasizes putting practice into theory, which suggests a willingness to improvise on the part of teachers and students who are fully capable of figuring out for themselves the individual and social imperatives of education. (Author/IRT)

Outdoor educators frame programs as rites of passage because of similarities with Van Gennep's first two stages of a rite of passage--separation and transition. The model is generally ineffective because of the goal of conformity associated with the model's third stage--reincorporation. Smaller communities may be able to use the model to…

Discusses historical examples of how fieldnotes of explorers are altered for publication, particularly in case of Samuel Hearne's "A Journal from Prince of Wale's Fort in Hudson Bay to the Northern Ocean 1769, 1770, 1771, 1772." Suggests readers view explorers' narratives as reflections of tastes and ideologies of their age and books as…

Action learning is being used in corporate training; teams or work groups take an actual problem to the training program, work on solving it, commit to an action plan, and are accountable for carrying out the plan. Some companies include personal-growth training, such as outdoor adventure learning, as a component of team building. (JOW)

Discusses empowering youth as means of prevention/intervention. Considers empowerment programs such as those used by Ekerd Therapeutic Wilderness Camping System. Focuses on challenges, opportunities, and responsibilities of extended wilderness trips. Notes that proactively empowering adolescents requires adult leaders who are sensitive to…

A veteran adventure educator offers pearls of wisdom: identify those people who want/need to meet, and encourage them to do that; identify something that no one else wants to do, and do it well; failing forward with confidence regularly produces better results than confident discussion; play mitigates fear; a good idea doesn't care who has it; and…

Surveys a variety of conflicting philosophies and their underlying values that have influenced the development and direction of outdoor adventure education. Suggests that outdoor adventure education and experiential ways of learning are intrinsically at the margins of pedagogy and demand a generalized framework that incorporates and balances…

The Duke of Edinburgh's Award adopted flexible and creative strategies for delivering the expeditions section since the UK countryside was severely restricted during the foot-and-mouth crisis. This includes the option of undertaking ventures during winter. Because of greater risks during winter, advice and requirements are given concerning…