The Adventure Based Learning Experience (ABLE) program is designed for students who require a non-traditional approach to learning with varied program delivery options or need a flexible learning landscape. This unique experiential learning program provides students from Mississauga and Brampton the opportunity to "learn from doing" in…

Examines self-efficacy theory and how it can be utilized in describing participant change in adventure/challenge programs. Explores connection between personal experience and how people view ability to function in world around them. Discusses Bandura's theory and interaction of sources of information: performance accomplishment, vicarious…

Discusses major thoughts of American philosopher William James and how they can serve as a guide to the actions of experiential educators. Considers propositions concerning freedom and responsibility; truth and reflection; happiness and joy; and sacrifice, protest, and inclusive caring. (NEC)

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…

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)

Relates adventure seeking and adventure education to the Norwegian phenomenon "friluftsliv" to focus on the inclusion of nature and nature-related values. Discusses the dichotomy between nature and culture. Describes friluftsliv as the legacy of the 19th-century explorer and environmental philosopher Fridtjof Nansen who praised the…

The processes behind many adventure education programs remain poorly documented, and how development is fostered through adventure is not well understood. While a number of theory-based articles do exist, little empirical research has been available to influence experiential education program design. This study explores the roles that participant…

One curriculum that can be used by physical educators to promote positive social skills between students with Down syndrome (DS) and their peers is adventure programming. Adventure programming combines experiential learning, physical activity, and group facilitation techniques that physical education teachers can implement as a way to build an…

This three-part workshop presentation explores the ideas of Milton Erickson on the therapeutic relationship and the therapeutic use of metaphor, and applies these ideas to experiential education and adventure therapy. Part 1 introduces the practitioner to the core philosophy within an Ericksonian approach: "utilization" of a client's…

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…

Shows how darkness and night provide a potentially excellent arena for experiential learning opportunities. Recommends learning must be gradual, beginning with appreciation and allaying fear of the dark. Suggests sensory activities, hikes, games, aquatic activities, ecological simulations, historical presentations, and writing or reciting poetry.…

An increasing number of adventure facilitators are being trained in school settings. The common form of training consists of modeling the appropriate behavior to new facilitators followed by an apprenticeship period. An attempt was made to determine if adventure facilitators were making ethically correct decisions based upon their knowledge and…

Describes the wilderness adventure experience for offenders at Santa Fe Mountain Center. The experience can reveal a composite picture of a client's global personality in the way s/he responds to tasks, demands, and stimuli. An example of a client evaluation is provided. (ERB)

Questionnaires completed by 54 human resource development graduate students who participated in a low-ropes activity indicated that it enhanced learning of course concepts. Students thought that effective facilitation of the activity contributed to their learning. (Contains 39 references.) (SK)