Adventure in school culture may seem quite a contradiction. In this paper I will present arguments on the idea that outdoor adventure learning contributes to formal education and is compatible with school practice and goals. This paper is based on research conducted for my thesis. The doctoral degree was completed at Oulu University, Finland, in…

As a comparatively recent development, the adventure-sports coach struggles for a clear and distinct identity. The generic term "instructor" no longer characterizes the role and function of this subgroup of outdoor professionals. Indeed, although the fields of adventure/outdoor education and leadership are comparatively well researched,…

Facilitating the reflection upon outdoor and adventure experiences is a common practice for many leaders and instructors. This article draws upon visual semiotics to provide reflections upon three images from books that originate from within the dominant North American paradigm. These musings are from one Antipodean's perspective, who may see the…

Adventure is a playful pacemaker for real border crossings from reality to possibility; it can, from a benevolent point of view, be the trigger for individual changes of reality, a provider of impulses for the development of self. Confronted with the unpredictability of the wilderness, the turbulences of torrents, the chaotic state of the oceans,…

Deep ecology is suited to outdoor education because it depends on direct experience of the environment for self-realization to occur. Joining experiential, presentational, propositional, and practical ways of knowing with deep ecology creates an educational framework that will enable outdoor education to deliver outcomes relating to sustainability…

The anthropomorphic paradigm in psychology and psychotherapy has prevented nature from being considered a factor in the curative relationship in adventure therapy. The effectiveness of therapeutic interventions are credited instead to human factors such as program design and facilitation. A paradigm shift is needed in adventure therapy to accept…

Presents a model of four levels of experience in training adventure education leaders: direct instruction, student interaction in class, technical skill development, and internships. Internships allow students to think for themselves and solve real-world problems while experiencing teaching on their own. Utilizing all levels increases student…

"Neo-Hahnian" approaches to outdoor adventure education assume their programs "build character." Social psychology research has found that "character" is almost entirely illusory. Outdoor adventure education programs may provide situations that elicit certain behaviors, but the belief in character building must be…

Decision making by outdoor adventure educators revolves around balancing risk and competence. A model of outdoor adventure decision making is presented that draws on naturalistic decision-making processes and emphasizes the importance of situational recognition and prior experience. Leaders draw key information from the natural environment,…

Adventure therapy and cognitive behavioral therapy share elements, including transformation of distorted thinking patterns, a focus on current and future functioning, consideration of the counselor-client relationship, and the use of stress in the change process. Recognizing cognitive behavioral therapy as an empirically sound theory underlying…

Traces the development of school-based outdoor and adventure education in Scotland, 1970s-90s, focusing on changes in terminology, shifting objectives and increased practitioner training in response to safety concerns, the growth of residential outdoor education centers, and financial and curricular issues related to national changes. Points out…

The "algorithmic" model of outdoor experiential learning is based in military tradition and characterized by questionable scientific rationale, production line metaphor, and the notion of learning as marketable commodity. Alternatives are the moral paradigm; the ecological paradigm "friluftsliv"; and the emerging…

A practitioner providing experiential training programs in India reflects on models of training outcomes from the perspective of Indian philosophy about an individual's spiritual development. He suggests that development training programs serve their purpose if they can create moments of insight that might spark lasting change in participants. (SV)

A review of research in cognitive and social psychology reveals the importance of situation assessment in the development of decision-making expertise. A naturalistic training model is presented for outdoor leaders that includes training for ill-structured problems, a heavy workload, time stress, and high stakes, as well as multiple players and…