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Philosophy of Adventure Programing - Chap. 2

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Sarah Burnett-Wolle

on 1 September 2011

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Transcript of Philosophy of Adventure Programing - Chap. 2

Experiential Education Learning by doing with reflection
Activity engages cognitive, physical, often emotional domains of life
Reflection is key, without it the experience loses its educational value Outdoor Education - Concerns people and natural resources Ecosystemic Relationships - Interdependence of living organism in an ecological system (Ex. food chain)
Ekistic Relationships - How people influence the quality of the environment (Ex. strip mining)
Interpersonal Relationships - Others
Intrapersonal Relationships - Oneself Adventure Education Environmental Education Related Terms Working Vocabulary On The Job Training Volunteer Work
Field Work Recreation - State of mind, entered into voluntarily, Intrinsically motivating
Leisure - State of mind, Entered into voluntarily, Intrinsically motivating, Promotes Growth Intrapersonal -
Interpersonal - Information Assimilation Experiential Learning Receiving info about a general
principle (ex. I tell you how to find north
without a compas)

Assimilating & organizing info as
new knowledge
(ex. you commit it to memory)

Inferring specific application from the
general principle (ex. you get lost while
hiking in the ADK Mtns.)

Act on the application & test the
general principle (ex. you apply the
technique) Acting and observing cause and effects
of actions (ex. we observe a model of
the sun moving)

Understand cause and effect of
a general principle (ex. relationship of sun to stick)

Understand general principles in
various circomstances (ex. shadow is proie for direction)

Applying general principles in
a new situation (ex. when you are lost, you apply the technique
pole) Supplies:
Cotton rope, toy boats Cognitive Theories of Learning- emphasizes
acquiring, analyzing, retaining, and recalling

Behavioral Theories of Learning - emphasizes
personal experience

Experiential learning is more holistic (includes
emotion and physical movement not just cognition) Cognitive Theories of Learning- emphasizes
acquiring, analyzing, retaining, and recalling info Process of Adventure Learner: Needs to motivated and capable of learning
(physically able to do tasks and to reflect on what took place)

Group: 7-15 people who have a common objective, large enough to...
produce a wealth of differing behaviors, to allow subgroups to emerge
results in conflicts among the subgroups and, eventually, resolution of the conflicts
individuals can not reach certain goals working separately, yet allow for individual's goal attainment
state of reciprocity occurs Adaptive Dissonance Leader:
Initiator - establish environment and task
Trainer - teaching skills
Exemplar - modeling behavior expected of the group
Maintainer - keep energy & motivation high
Guardian - maintain safety
Translator - help clients interpret & reflect on the experience Environment: Unfamiliar is beneficial (everyone is at a slight disadvantage, distractions are less prevalent --> forces interaction, opportunity to experience consequences of behavior and try on new behaviors...catalyst)

Organized - suits group's needs, skills, and maturity
Incremental - increasing degree of complexity, consequences, and uncertainty
Concrete - learners know what they are doing and why they are doing it
Manageable - able to be achieved
Consequential - naturally derive feedback from the situation (not from the leader)
Holistic - taps cognition, affect, and physical skills TRC 301 - Philosophy of Adventure Programming - Chapter 2 Leisure/Recreation
Development - ex. copperate team development
Therapy http://www.businessweek.com/bschools/content/feb2005/bs20050228_7409_bs001.htm Similarities & Differences? Application of Adventure Experiences Outdoor Recreation/Leisure - any activity done outdoors
Outdoor Pursuits - human powered outdoor recreation

Adventure Experiences - see leisure & outcome must be somewhat uncertain ( elements of danger, participants need to take risks)
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