共查询到20条相似文献，搜索用时 937 毫秒
1.
Lee Davidson 《Journal of Adventure Education & Outdoor Learning》2001,1(2):11-20
This article details the process and analysis of a case study, conducted over a six week period, involving an outdoor education class in an all-boys Catholic, New Zealand secondary school. The questions explored by the case study were the subjective meanings of adventure experiences in outdoor education and the benefits of qualitative research for assessing the value of outdoor education. The methodological techniques used were observation, involving some researcher participation, and in-depth interviewing. Subsequent data analysis was based upon theories of experiential education and adventure education, and concepts of leisure and human agency. The results of the study suggest that the meanings participants make of their experiences, and the value they derive from them, exceed those that may conventionally be sought and measured as an improvement in self-concept. These findings suggest that learning through adventure is potentially valuable as a holistic and life-long form of activity that enhances the capacity to enjoy and engage in living. This is an important extension beyond its often limited and compartmentalised applications, which are rationalised by specific outcome based objectives. A qualitative methodology was indispensable to an inquiry of this kind and warrants further attention in the process of understanding the meanings of adventure and learning. 相似文献
2.
James S. Sweet 《The Journal of environmental education》2013,44(4):32-33
Abstract Different environmental education programs (field trips, hiking, camps, adventure activities) aim to develop pupils' affective relationship to the natural environment, their environmental sensitivity, and outdoor behavior, as well as their social relationships, through personal experiences. This study discusses the results of experiences from outdoor activities involving 11- and 12-year-old pupils in Rovaniemi and Vaasa, Finland. The qualitative research methods comprised case studies involving questionnaires, individual interviews, drawings, photographs of landscapes, and participant observations during camps. Nature experiences developed the pupils' self-confidence and feelings of safety, in particular, which in turn increased their willingness to participate in future outdoor activities. In this way, nature began to have new meanings for them on a personal level. Comparing pupils who were experienced in outdoor activities with pupils who were not, it was found that the former seemed to have a strong and clearly definable empathic relationship to nature. They also exhibited better social behavior and higher moral judgements. The reasons for conflicts between environmental attitudes and action, still observable in some experienced boys of the Vaasa group, are discussed in terms of conscious vs. unconscious action and applied knowledge. The role and possibilities of outdoor education in environmental education and natural studies are emphasized for schools as well as for teacher education. 相似文献
3.
Patti A. Freeman Ramon B. Zabriskie 《Journal of Adventure Education & Outdoor Learning》2013,13(2):131-145
Abstract The family is the fundamental unit in society and perhaps the oldest and most important of all human institutions. Several studies have indicated a positive correlation between strong, successful families and family participation in outdoor recreational activities. This paper addresses the role of structured outdoor recreation programming in family enrichment. Findings from two studies based in the United States are presented: one on the effect of a one-day family outdoor adventure program on parental and child perceptions of family functioning and the other from a qualitative inquiry into the meaning of family residential camping experiences. The first study collected both quantitative and qualitative data from 24 families who participated in an 8-hour outdoor adventure program. The second study utilized structured interviews with 11 families participating in a residential camp experience. Findings from both studies demonstrate that structured outdoor family recreation programming has a strong positive relationship with family strength. Furthermore, findings indicate that the type of outdoor adventure activities being used in the treatment of dysfunctional and maladaptive families is also effective in providing family enrichment experiences. 相似文献
4.
Abstract This paper discusses social and cultural theory and tracts the ways in which gender has been conceptualised. It argues that the ‘outdoor industry’ in its various manifestations constitutes an aspect of society that can not be ignored. It suggests that outdoor adventure/education, like other dimensions of society, can usefully be subjected to critical examination. Having discussed perspectives surrounding the social construction of gender, the paper draws attention to classic work that has explored ideologies of femininity and the implication for women and men. The paper then goes on to argue that the more recent interactionist theories and cultural studies offer less deterministic and more insightful approaches to exploring people's experiences of outdoor adventure/education. The concept of hegemonic masculinity is drawn upon to examine ‘the outdoor industry’ in light of the current ‘crisis of masculinity’. Finally, the paper raises further questions regarding outdoor adventure/education as a site of alternative femininities and masculinities and as counter-culture. 相似文献
5.
Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2013,13(2):119-132
Abstract 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 “fundamental attribution error” can explain the paradox of (a) a shortage of evidence that adventure education “works” and (b) a widespread belief that it does “work”. I review the place of character building in research, and develop a critical reading of a representative adventure education text. I show how unchallenged dispositionist assumptions emerge in neo-Hahnian discourse. I explain how discarding the intuitively appealing but fallacious foundations of neo-Hahnism can clear the way for situationist approaches to outdoor education that bring much needed sensitivity to cultural, regional, historical, and social contexts. 相似文献
6.
Abstract The quality of outdoor leadership is an important factor in providing safe and enjoyable adventure education experiences for participants. A framework model of outdoor adventure decision making is described and proposes ongoing decisions by expert leaders is about finding an ideal balance of challenge (the interaction of risk and competence). The model draws on naturalistic decision making (NDM) processes and emphasises the importance of situational recognition and prior experience as the basis for sound decision making. The complexity of the socio-cultural environment is recognised with key information being drawn by the leader from the natural environment, people and goals. The model predicts that if situations of over or under-challenge exist then steps are taken to increase or reduce the challenge level accordingly. Failure to recognise or act on critical information leads to crisis situations. Two case studies are presented in support of the model. 相似文献
7.
Abstract As the number of adventure based programs has increased in the past 40 years, the opportunities for older adults to participate in outdoor adventure experiences has increased steadily. A previous study determined that information was lacking on the reasons why older adults participate in this programming area. The current study (n=782) sought to answer this question using a survey derived from the Recreation Experience Preference (REP) Inventory. Data from the study indicated that the most important motivations were: 1) being in a natural environment; 2) being physically active; 3) learning about outdoor skills and the environment; and 4) being in a group of people with similar interests. The data also indicated that these motivations were more significant for women than for men and for participants younger than 65 years old. 相似文献
8.
Abstract Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy. 相似文献
9.
Research into adventure recreation has tended to be located in the experiences of men. This is largely due to a history of dominant male participation, though it is acknowledged that more women are accessing these forms of leisure experiences. This paper reports a study of forty-two women who had participated in adventure recreation at some stage throughout their adult lives. These women were interviewed regarding their personal meanings of adventure reaction. This included exploration of how adventure was experienced and the types of issues that affected their participation in adventure recreation. The results showed that adventure for these women incorporated risk and physical challenge, but also a sense of newness, learning, personal development and creativity. The evidence presented suggests that while traditional definitions of adventure recreation offer a general differentiation of adventure activities from other forms of outdoor recreation, they are perhaps too limiting. The women's experiences indicate that adventure extends beyond labeled “adventure” pursuits and that broader understandings need to be incorporated into our meanings of adventure. 相似文献
10.
11.
Kim S. Uhlik 《Journal of Adventure Education & Outdoor Learning》2013,13(2):135-142
Abstract Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's “power” promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral modifications including self-awareness, self-reliance, and stewardship. Recently, an unresolved discourse has arisen involving the guiding philosophies and actual outcomes derived from programs assembled under various combinations of the terms outdoor, adventure, environment, recreation, and education. Unifying these five terms is leadership potential mediated through Nature's metaphorical majesty and demonstrable power. However, Nature can be an ally, a medium, or an enemy, and outcomes resulting from OAE programs should be congruent with a consciously examined, coherent philosophy. A theoretical model depicts combinations of society, civilization, and culture placed along a continuum ranging from predation to partnership to demonstrate that the type of leadership emanating from any two or more perspectives may be very different. Nature is a complex system that is both predatory and partnering, and leadership in OAE must purposefully select and design programs that embrace the appropriate philosophy of Nature. 相似文献
12.
Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2013,13(2):185-197
Abstract Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered. 相似文献
13.
14.
15.
Andrew Brookes 《Journal of Adventure Education & Outdoor Learning》2013,13(1):49-62
Abstract Within the diverse and sometimes amorphous outdoor education literature, “neo-Hahnian” (NH) approaches to adventure education are exceptional for their persistence, seeming coherence, and wide acceptance. NH approaches assume that adventure experiences “build character”, or, in modern terminology, “develop persons”, “actualise selves”, or have certain therapeutic effects associated with personal traits. In social psychological terms NH thought is “dispositional”, in that it favours explanations of behaviour in terms of consistent personal traits. In this paper I critically review NH OAE in an historical context, and draw on Ross' and Nisbett's (1991) seminal review of dispositional social psychology to argue that OAE programs do not build character, but may provide situations that elicit certain behaviours. For OAE research and theory, belief in the possibility of “character building” must be seen as a source of bias, not as a foundation. The conceptual analysis I develop provides not only a basis for critique, but also offers a way forward for OAE. 相似文献
16.
Abstract The purpose of this article is to discuss how adventure education instructors in higher education may use different levels of experience in their teaching to promote student autonomy. The E model identifies four levels of experience and explains why it is important for instructors to provide students with higher-level experiences that will help promote student autonomy. The model is theoretically rooted in the fields of adventure education, experiential education and social psychology. Using these bodies of knowledge combined with practical application, the authors recommend ways of applying their model to all teaching situations. 相似文献
17.
Patti A. Freeman Ramon B. Zabriskie 《Journal of Adventure Education & Outdoor Learning》2002,2(2):131-145
The family is the fundamental unit in society and perhaps the oldest and most important of all human institutions. Several studies have indicated a positive correlation between strong, successful families and family participation in outdoor recreational activities. This paper addresses the role of structured outdoor recreation programming in family enrichment. Findings from two studies based in the United States are presented: one on the effect of a one-day family outdoor adventure program on parental and child perceptions of family functioning and the other from a qualitative inquiry into the meaning of family residential camping experiences. The first study collected both quantitative and qualitative data from 24 families who participated in an 8-hour outdoor adventure program. The second study utilized structured interviews with 11 families participating in a residential camp experience. Findings from both studies demonstrate that structured outdoor family recreation programming has a strong positive relationship with family strength. Furthermore, findings indicate that the type of outdoor adventure activities being used in the treatment of dysfunctional and maladaptive families is also effective in providing family enrichment experiences. 相似文献
18.
Abstract This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests leadership and instructional strategies for facilitating technical skill competency for women in outdoor education. 相似文献
19.
Abstract Historically, adventure educators have used the metaphor of hard and soft skills to understand their practice: hard skills representing technical competencies, and soft skills representing interpersonal competencies. In light of current research and in the face of increasingly complex varieties of adventure practice, the categorization of skills into “hard” or “soft” may obscure important aspects of experiential learning and limit the development of an effective pedagogy for adventure education. This paper interrogates the hard/soft metaphor from various perspectives and offers “repertoire of practice” (Wenger, 1998) as a possible framework to further discuss instruction and learning in contemporary adventure education. ‘What we have learned to see something as, becomes in turn, the guide to our outward practical activity’. (Wartofsky, 1979, p. 207) 相似文献
20.
Terry Storry 《Journal of Adventure Education & Outdoor Learning》2013,13(2):133-143
Abstract This is a story of what happened on the Aiguille du Grepon. It is based on fact and designed to reveal both the appearance and reality of motivation in climbing, a combination that is often difficult to express in a traditional academic style. The story differentiates motivation along two dimensions, a goal dimension with intrinsic and extrinsic rewards at opposite ends and a relational dimension with exclusive and inclusive rewards at opposite ends. These polar opposites are integrated in the experience of outdoor adventure through the story. They are further reflected in the attitudes of a previous generation of climbers. It is suggested that these motivations define the games of outdoor adventure in general, and that we should be self-conscious of them both in education and in play. 相似文献