Examines the current trend of adventure education as a form of management and leadership training for corporate executives. Discusses the benefits of experiential education for executives and influential people. Considers potential problems related to ethics, safety, and quality control across programs. (SV)

Considers challenge programs as treatment for adult offenders, focusing on APPEL (Adult Probation Positive Experiential Learning) program. Describes development of such offender programs, discusses how particular activities might be used to increase probationers' receptivity to traditional treatment services, examines reasons for apparent success…

Discusses the characteristics of "good" and "bad" games used in adventure- or experiential-education settings. Good games are simultaneously familiar and exotic; have minimal rules and no clothing requirements; have an achievable "flow state"; and are cooperative, challenging, and accepting of failure that advances the group's problem-solving…

Describes five games (two for preschool children, three for all ages) used in adventure-, challenge-, and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, instructions, and variations. The games act as icebreakers; build group trust and cooperation; or nurture positive,…

Describes three group-processing activities used with youth or adults in adventure- and experiential-education settings. Includes target group, group size, time and space requirements, activity level, props needed, and instructions for group processing and reflection. Involves stimulating campfire discussion for various purposes, journal writing…

Describes enhancing the outdoor adventure experience by engaging the spirit. Strategies include creating spirit-related expectations, refocusing, making space for rituals and ceremonies, looking for metaphors, including intentional experiences as catalysts to deeper meanings, and offering opportunities for reflection. Backpacking at night on the…

A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the…

Presents an imaginary and occasionally lighthearted discourse that contains a thought-provoking discussion about experiential education and the role of the experiential educator. (NEC)

Attempts to answer the question "Can virtue be taught?"; the heart of what many experiential educators try to do. Shows that virtue exists but cannot be inculcated through any pedagogical methods, because freedom is a necessary condition for learning virtuous action. (NEC)

Suggests assumptions upon which qualitative research is based are appropriate for studying organized camping because of reality, causality, generalizability, and objectivity. Summarizes five studies using qualitative methods to demonstrate findings that may result from this approach. (NEC)

Galagan describes the Leadership Experiential Adventure Program that can be used to facilitate leadership and teamwork for managers. Gall discusses transferring what is learned to the workplace and gives a list of companies providing experiential learning for corporate clients. (JOW)

Reviews the literature on the relationship of adventure education and experiential learning to spiritual experiences and development. Discusses definitions of spirituality, religion, and related terms; two frameworks for integration of psychology and spirituality and their application to experiential education; specific strategies for integrating…

Five questions that can help trainers implement effective outdoor experiential training are (1) what is to be accomplished? (2) why outdoors? (3) what type of facilitator is needed? (4) what role does the trainer play? and (5) who should attend? (JOW)

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)

The learning sequence (TLS) is an adaptable, dynamic framework for designing any learning experience. TLS consists of seven steps (sense of each other, sense of place, group norms, relevance, the experience itself, reflection, transfer) that provide a foundation, a reference point to return to when an unexpected situation arises, and a common…