Argues that the key challenges confronting experiential educators today are to create meaningful roles for youth and to grow in a multicultural context. Discusses the roots of adventure-based experiential education in the realities of the 1930s and 1940s, and "service learning" situations that build adolescent self-esteem. (SV)

A former intern at Merrowvista Education Center reflects on her experiences learning to facilitate adventure programs, and discusses the value of interning at a residential center, changes in her attitudes as her skills developed, and the importance of reflection for staff as well as participants. (SV)

Applications of the process model of experiential learning in various adult learning settings are illustrated: teacher education, settings using educational technology, adventure programs, adult literacy education, and diversity training. (SK)

Uses the philosophical concepts of MacIntyre and Aristotle to argue that experiential education (including adventure therapy and other specialties) is evolving into an independent professional practice and, as such, must deal with ethical issues and define standards of excellence. (SV)

Suggests that outdoor pursuits and adventure activities promote Maslow's goal of self-actualization. Identifies the middle-order needs (belonging and self-esteem) trap as an inhibitive barrier to growth and maturation of the personality. Proposes six mechanisms to transcend the trap in the outdoor experience. (KS)

The term "challenge by choice" is interpreted by some as offering a way out of the adventure education experience. Six considerations are presented for designing programs and planning activities with a broader application of challenge by choice, thereby providing meaningful experiences for all participants regardless of their ability.…

Different aspects of courage are discussed through anecdotes: from the courage required in the outdoors, which most adventure educators have experienced, to observations that courage may be required when it is not anticipated, that it may also involve restraint, that expressing one's needs requires courage, and that courage is also the ability to…

Discusses ethical dilemmas and value conflicts arising from the collision of experiential education and corporate America. Suggests that practitioners self-monitor their own reactions to these issues through conscious decision making, ego awareness, multiple options, and goal consistency. Addresses the question of whether to work for morally…

A Singapore educator reflects on the transformation of Singapore to an urban, consumer society. Reviews the need and opportunities for adventure in Singapore, including commercially operated play programs for young children, field trips and extracurricular activities for school-age children, leadership training programs for the upper secondary…

In asking whether certain forms of professionalism are unsuitable for adventure education, the point is made that our professionalism is based on our world view. Compares elemental and city-capitalism world views, and discusses ideal types of professionalism: bureaucratic, vocational (liberational), and relatedness-diversity. Suggests that…

Without recognizing "other voices," outdoor adventure is impoverished through its domination by a white male ethos. Quality research is needed that examines the praxis of outdoor adventure as well as philosophies and ideologies that underpin its practices. By going beyond ethnocentric and androcentric notions of power and empowerment, outdoor…

A resident of a center for homeless youth in Birmingham, England, describes a three-day outing to Wales in which eight male and female residents hiked, camped, participated in rock climbing and abseiling, appreciated the magnificent scenery, and had a great time. (SV)

An outdoor educator and life-long mountain climber describes his experiences with taking risks, and managing them, as a way of life in such areas as career choices, sports, relocation, marriage, political activism, and Outward Bound participation. Benefits include a sharper perspective on what counts, less concern with possessions and more with…

For education to make a lasting difference in people's lives, it must touch all dimensions of being human in ways that are integrated or holistic. Content and instructional methods, such as those of Kurt Hahn and Charity James, that are based on images of the intact human being see things whole from the beginning. But our school experience and the…

Adventure-based programs may be designed in a way that not only provides an intervention aimed at therapy or development, but also teaches participants to become their own agents of change. McWhirter's model proposes that empowerment is broader than notions of personal autonomy and efficacy, reaching outside the individual. The model specifies…