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)

Rarely do outdoor educators get the opportunity to safely incorporate an avalanche while the topic of the day is actually avalanche awareness and forecasting. Many similar possibilities exist in the expeditionary context, but even brief excursions may result in incredible learning experiences. These "teachable moments" occur regularly in the…

In the first of a two part series of articles I argued that "character building" in outdoor adventure education (OAE) is a flawed concept. This, the second article, examines the persistence of the idea of character building in OAE in the face of strong evidence that outdoor experiences cannot change personal traits. I examine how the…

Suggests that experiential education can be best understood as action accompanied by an attitude that embraces the adventure of learning, regardless of the format or environment in which learning occurs. Views current growth market as an adversity that may distract experiential educators from mission of conceptualizing meaningful educational…

Explains how qualitative and quantitative research differ regarding nature of reality, inquirer-subject relationship, truth statements, explanation of action, and role of values in inquiry. Discusses how qualitative research offers outdoor adventure educators important ways to substantiate or legitimize traditional claims. Suggests how those…

Presents a new definition of outdoor education. Describes the different approaches to outdoor education advocated in adventure education and environmental education. Proposes that an integration of approaches can result in a functional outdoor education experience. (ML)

Explains how experiential programs and organizations can improve relationships with their insurance companies by understanding the insurance industry's perspective and techniques of risk management. Suggests 22 specific items of information that experiential education organizations should share with insurers to demonstrate understanding and…

This paper argues that, although the increased use of outdoor components in management courses has led to a resurgence of interest in the approach, it remains, nonetheless, mistrusted and misunderstood by many trainers. (Author/SSH)

Through an introduction to some of the literature and personalities of the adventuring tradition, the article explains several common elements of various forms of adventure: degree of difficulty, element of danger, commitment, and understandable stress. It also questions and explains the purpose of adventure experiences. (SB)

Outdoor instructors should know legal considerations including inherent dangers, program objectives, participant awareness, participant evaluation, supervision, professional conduct, safety considerations, and negligence. Threats of law suits can be diminished with care, "foreseeability," appropriate techniques and equipment, and well-prepared…

Examines the impact of camping on pediatric cancer patients in the United States and Britain. Finds some evidence of increases in physical and social activities and knowledge about cancer and its treatment, and decreases in self-engaged activities. Notes that some studies point to potential deleterious effects from an extensive focus on disease.…

Outdoor educators frame programs as rites of passage because of similarities with Van Gennep's first two stages of a rite of passage--separation and transition. The model is generally ineffective because of the goal of conformity associated with the model's third stage--reincorporation. Smaller communities may be able to use the model to…

Describes numerous benefits of ropes courses including (1) increasing self-esteem; (2) promoting physical fitness; and (3) fostering group cooperation. Traces the history of ropes courses. Emphasizes safety through construction standards for ropes courses outlined in "Safety Practices in Adventure Programming" by Priest and Dixon. (KS)

Describes incident where group engaged in training exercise was almost "rescued" by Coast Guard, although Coast Guard had been alerted that training exercise would be taking place. On another occasion Coast Guard did not react to actual report, thinking it was training group. Group was studying grey seal breeding colonies in…

Describes methods and goals for several activities to be used in ropes courses. Details calculation of loads for suspended ropes used in the exercises, and selection of rope based on type of activity and number of people on the rope. Contains several diagrams and photographs. (KS)