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I hear, and I forget. I see, and I remember. I do, and I understand. (Chinese Proverb)
Theory
Experiential Education implies that the individual is actively involved in the learning sequence. This concept is associated with John Dewey's theory that "People must do something to things when they wish to learn. They need to alter conditions." [Smith, et.al., 1992, p.41]
Experiential learning includes the following factors:
• The action is immediate and personal.
• The experience involves using most of the senses.
• The learner is responsible for the experience and wants to learn.
• Consequences of decisions are immediate, personal, and involve discomfort, emotions, feelings, and other people.
• The activity is uncommon.
• There is an opportunity to visualize, to relate, to internalize, to reflect, and to draw conclusions from reactions, feelings, and emotions.
• The experience occurs in an environment where the doer is not comfortable and must rely on how s/he feels or is.
• Both the right and left brain are used.
[King, 1988]
Adventure Education is one type of experiential learning. Other types of experiential learning include athletics, drama, music, creative and performing arts, internships, community service, and advanced performance of a skill. "Adventure Education" has been called many things through the years. Initially, it was referred to as "risk recreation." It is often named "challenge" education or experience-based education. Adventure education is a hierarchical system of activities that encourage problem solving, cooperation, risk-taking, and trust. Programs under this umbrella term include:
• Adventure education and recreation
• Teams and ropes courses
• Backpacking, climbing, caving, canoeing, and camping
• Adventure based counseling
"Adventure education involves personal development through participation in challenging activities where the perceived outcome is unknown to the participant. Participants often develop new skills, recognize personal strengths and limitations, and develop compassion and service to others." [Yerkes, 1992]
Benefits
Current research supports the theory that adventure pursuits foster individual wellness with a variety of benefits including the growth of self-confidence, tranquillity, a sense of being connected, and enhanced self-esteem. People need to be connected to feel relevant and involved. People need the opportunity to test themselves, and to push themselves to the upper limits of accomplishment. People need to be guided to new awareness of self, others, environment and the joyful connection and importance of all that is.
[Smith, et.al., 1992, p. 77]
History
Kurt Hahn developed the Outward Bound program to increase boys' stamina prior to entering the British Navy. Hahn designed the prototype ropes course for the boys to experience the value of teamwork. The Outward Bound schools came to the United States in the 1950's. In the early 1970's, Project Adventure was developed as a school-based program in Hamilton, MA. The sequence of adventure activities was patterned after Outward Bound.
Terminology
The Teams & Ropes Course (a.k.a. challenge course) is an indoor or outdoor program of activities that can involve physical, mental and emotional risk-taking. Participants move over, under, through and around obstacles or elements, made of wood, rope and steel cables. Awareness of safety, cooperation, communication, and individual contributions are essential components of the course. The course is designed to develop teamwork and individual confidence. For more information about terminology, click here.
References:
Covey, S. (1989). The 7 Habits of Highly Effective People. New York, NY: Simon & Schuster.
King, K.V. (1988). The Role of Adventure in the Experiential Learning Process. The Journal of Experiential Education, 11, (2), 4-8.
Smith, T.E., et.al. (1992). The Theory and Practice of Challenge Education. Dubuque, IA: Kendall/Hunt Publishing Company.
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