Views experiential learning as metaphor development. If a participant's enactment of a personal metaphor leads to an impasse during an adventure activity, this moment of "stuckness" is an opportunity to develop new images that generate new options for action. Facilitators must be sensitive to such situations and assist in widening…

A group solving the task of climbing a steep wall illustrates how adventure education can enable participants to trace how they get stuck in their view of things, and what it takes to adopt a new and generative image. The ability to change metaphors can be applied to core metaphors of relationships, communication, and visions of oneself. (TD)

Excerpts of interviews with four New Zealand boys in an outdoor education class were analyzed to explore the possible impact of challenge on their lives and the choices they made. Analysis also focused on the relationship between outdoor adventure and "rational recreation" as a means of social control or as a liberating tool for…

A study examining the effect of outdoor adventure experience on student self-concept surveyed 30 British secondary students in a 5-day residential outdoor course and a control group of 30 students. Self-concept scores of the experimental group rose during the course and 3 months later, while the control group showed no significant change. (TD)

Interviews and observations focused on experiences of 15 young Asian women at a 5-day summer adventure program in southern England. Participants seemed bored with presentations about future career options, activities lost their challenge through repetition, and debriefing was weak. However, the women connected with the transferable skills of trust…

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…