Addresses the relevance of incorporating culture into wilderness adventure education programs. Examples of Hawaiian culture illustrate the application of culture in developing a foundational philosophy, as a teaching tool, as a communication medium, as a way to reach student and course goals, and as a bridge from wilderness to home life. (LP)

Research and personal experiences suggest that women in general, and more specifically women from diverse ethnic and social class backgrounds and women with disabilities, do not have equal opportunities to experience the outdoor world. Discusses some obstacles to access and some measures for dissolving these barriers. Cites the National…

Field notes written by students and guides during an eight-day university credit course in canoeing and wilderness living are presented as a dialogue to illuminate the spiritual experience of self-realization and well-being that comes to many students during the trip. (SV)

This study examined the attitudes of physically disabled adults toward work and employment and the effects of an outdoor adventure program on reducing attitudinal barriers of able-bodied individuals in hiring and working with disabled persons. Joint wilderness trips involving both groups resulted in improved attitudes by both disabled and…

Anecdotes about adventure experiences illustrate how an "artist"-facilitator seamlessly applies scientific methods while in the moment to best enhance student learning. Adventure educators can be artists by creatively framing, constructing, and debriefing the experience while not being central to the experience themselves, thereby…

Community leaders employ a blend of tangible tools, but the effectiveness of these tools depends on leadership skills. Describes five leadership qualities (purpose, values, talents, resources, and vision), and presents questions on each for leaders to reflect upon and answer. Sidebar describes a community leadership activity based on an adventure…

A study examined experiences of nature among eight adolescents during a 12-day wilderness trip. The trip generated feelings of good will toward nature but no increase in environmentally responsible behaviors. Group norms emphasized social interaction and constrained attention to nature. Outdoor educators should consciously plan for transfer of…

The physical nature of adventure activities is closely intertwined with the cognitive and emotional growth of the participants. Immersion in the physical challenge and accompanying fun opens people to the learning opportunities. An example of a teacher's inability to scale a wall illustrates how proper debriefing can turn a "failure"…

A workshop facilitator describes his personal journey, as well as the general process, of overcoming white male social conditioning, loneliness, and disconnection through group experiences with other white men. This process can be a foundation for understanding and addressing issues of oppression, racism, and inclusivity. (SAS)

The introduction of historical and philosophical readings to outdoor education settings serves many purposes: inspiration to share personal stories, a sense of continued tradition, links across time to current practices, a way to frame complex notions of being, and opportunities for new understandings of outdoor experiences and clarification of…

Describes outdoor education students' developmental needs for belongingness, acceptance, care and friendship, praise and recognition, responsibility, self-respect, creativity, achievement, and new experiences. Explains how upward, outward, forward, and downward models of personal growth can be linked to developmental needs to enhance and evaluate…

Uses three examples to illustrate how adventure education encourages the development of community: it is voluntary; it taps a human need to demonstrate competence and skill; and it provides opportunities for people to rally around a common need or goal, often in the service of others. Discusses similarities and differences of community- and…

A 4-day adventure ropes course with 20 Colombian adolescents who belonged to gangs that worked for drug traffickers produced noticeable changes in their attitudes and behavior. As a result, two of them left their barrio in search of a better life, and two began work as gardeners in a public park. (TD)

New adventure educators frequently rely on lists of review questions to guide group processing of activities and experiences. An alternative tool is offered; a review table based on themes of hard (technical) and soft (interactional) skills encourages observation and critical thinking as educators modify the review process to fit a particular…

Adventure educators have a role in bridging the gap between ecophilosophy (the philosophy of humanity's relationship with nature) and its application to everyday work. Summarizes three reasons for the philosophy-practitioner gap, suggests a framework for bridging the gap, and describes educational strategies by which adventure programming can…