Nature stirs many emotions, beliefs, and feelings, and perhaps the real value of outdoor education is to provide opportunities to develop intangible concepts. Discusses ways in which traditional outdoor expeditions can foster increased appreciation of nature and stimulate participants' reflection on their own and their classmates' aesthetic,…

A conference explored consolidation and professionalization of the Australian outdoor industry. Key issues, five areas of the outdoor industry, and signposts of what constitutes a profession were identified. Tensions between industry needs and the role of higher education, the underrepresentation of Blacks and women, and effects of accreditation…

In November 2000, a conference in London hosted by three outdoor education associations examined the growing culture of risk aversion in the United Kingdom, the role of risk in learning, the increasing difficulty of finding a balance between risk and adventure, and the challenges of tempting children away from computer games and dealing with…

The death of a 17-year-old British girl on a youth expedition to Vietnam prompts questions about the ethics and role of expedition education and about accreditation and regulation of the adventure field. Should the agenda be controlled by a central corporation, government, or the field itself? Those in the field should present a united front on…

Many outdoor adventure educators are ignorant of the relevant literature and heritage. Books and tradition have become a waste of time for those who believe all learning must pay in the fast-time global mis-economy of fragments for sale. Yet many university students relish the classics and deeper knowledge, once they are given the opportunity. (TD)

Outdoor adventure educators need a solid foundation in theoretical knowledge that will influence and guide equally important practical skills. A strong sense of professional practice should be instilled in new outdoor adventure educators to prevent them from becoming insulated in their ideas and practices. Philosophical underpinnings and good…

Nineteen practitioners, academics, and students of outdoor and adventure education explored the role of adventure education in promoting spiritual development at a think tank held in 1999 in Cumbria (England). Discussions on the nature of spirituality, outdoor education elements conducive to spiritual development, and ethical considerations…

Educational programs that teach agricultural practices, health care, or technology in developing nations can be complemented by adventure education. Adventure education can foster the social skills that enable people to cooperate, take initiative, and solve problems, and thereby contribute to their country's development. Arguments against the…

Mastery and performance goals of learning were related to "broad" and "narrow" views of adventure identified through interviews with 12 British outdoor educators. Motivational research provides empirical support for using progressive teaching approaches in outdoor education. Findings suggest that educators should encourage a…

In adventure education, risk is important to achieving program objectives. An increased concern with legal liability and the concentration of media attention on negative outcomes have contributed to an increased social aversion to risk. Adventure education must establish that risk leads to personal growth and can be managed constructively in the…