In this paper I locate portaging as a site of contradiction where convoluted meanings about the self, ability, gender, and class surface. Disability theory and feminist theory of the body elicit various readings about what sort of identities are being produced in the pedagogical space of adventure learning and the canoe expedition. (Contains 4…

The evolution of the Outward Bound curriculum in the United States with emphasis on how it has changed to ensure greater transfer of course learning from the Outward Bound wilderness experience to experiences in daily life is examined. A typology of curriculum models is developed consisting of (1) a first generation "Mountains Speak for…

In 1981, 12 under-achieving boys (average age 15 years) from a Sydney (Australia) inner-city Catholic school with a predominantly low socio-economic and high ethnic population were exposed to a 6-week long residential Outward Bound Bridging Course Remedial Programme. The aim of the programme was to produce significant gains in the cognitive…

Exploring the historical antecedents of Kurt Hahn's ideas, this article relates them to the philosophy of the Colorado Outward Bound School, examining some concepts in depth (e.g., physical challenge, self-discovery, individual student commitment, control of student activities, adventure/risk, small group dynamics, and community service). (DS)

Significant increases in global self-esteem and the four subdomains of physical self-worth were measured in 66 males and 60 females with a mean age of 15.1 years who participated in a (British) Duke of Edinburgh's Award Scheme expedition, indicating that adventure education can be a vehicle for personal and social development. Contains 21…

A three-day summer program for gifted junior high school students to develop leadership skills consisted of consideration of specific skills (self confidence, personal responsibility, communication, and team building) and use of these skills in an outdoor challenge course. (DB)

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)

Societal expectations often teach women to separate their identities from their bodies, which distorts their self-image, resulting in shame and alienation. Adventure programs can create an environment of unconditional acceptance and trust where people can speak their inner fears. Two women who had negative body images relate how adventure…

The rising popularity of risky or exciting recreational activities that provide intensive sensory and emotional experiences is linked to a desire for an inner experience of being in the present moment. However, such bliss seeking is complicated by modern time pressures and fears of disappointment and wasted time. Challenges for experiential…

Single-sex adventure education programs for adolescent women give them space to challenge traditional feminine roles, relate to other women without the pressures of mixed-sex groups, and examine issues such as personal relationships and health within a safe environment. If there are insufficient women facilitators, male staff should have awareness…

Describes the mental and physical coping behaviors of a disabled adventure education participant in her efforts to make personal, challenging choices without group pressure. A "universal programming" commitment incorporates equity and inclusion by allowing for individual choice and attitude modification within challenging group activities. (SAS)

A study examined the impact of outdoor adventure trips on 37 urban adolescents' self-perception. Results from pretest, posttest, and 4-month followup surveys and interviews indicate that participants' self-perceptions of social acceptance and behavioral conduct improved immediately after the trip, and that some behavioral conduct impacts remained…

Addresses the relationship of fear to certain outdoor adventure activities that are a part of some environmental education programs. Describes the construct of fear, its use in outdoor environmental programs, and the results of two recent studies on fear. (TW)

Reviews principles of rational behavior therapy. Presents model for changing the way one feels by changing the way one thinks for use by experiential educators during rockcraft, caving, or high ropes course briefings/debriefings to teach students to think rationally, feel more positive about themselves, and take responsibility for their lives.…

A study examined changes in self-concept of adolescents enrolled in outdoor adventure education courses offered at a private college-preparatory high school in New York City. Surveys were completed by 94 students, 36 of whom were enrolled in outdoor adventure education courses; 25 of these were males and 11 were females. Results found no…