Reconceptualising outdoor adventure education: Activity in search of an appropriate theory

Abstract

Experiential approaches to learning underpin teaching and learning strategies in outdoor adventure education (OAE). Recent critiques of experiential learning have problematised the individualistic and overly cognitive focus of this approach which creates binaries between experience-reflection and the learner-situation. This paper summarises these critiques and investigates the possibilities made available by understanding OAE from a socio-cultural perspective. Consideration of OAE students as participants in a highly orchestrated community of practice places learning, and observable change, within a socio-cultural frame rather than as primarily a function of cognitive processes within the individual. This position takes seriously the claims made by practitioners of 'seeing evidence of change' and researchers who raise questions about the validity of 'generalised claims' by placing greater emphasis on the situated nature of learning and acting. Moving beyond conceptions of the learner as an autonomous 'processor' of experiences, who is capable of generating context free knowledge, has implications for existing OAE theory and practice.

The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

“…We would echo a number of recent critiques of this simplistic cycle, (Beard and Wilson, 2006;Brown 2004Brown , 2009Brown , 2010Fenwick, 2000;Seaman 2008,) and agree that conceiving experiential learning in the form of a cycle is not only problematic but provides an impoverished theoretical conceptualisation of outdoor education experiences. It is not necessary for the purpose of this paper to revisit comprehensive critiques of Kolb's model; we refer readers to the above citations, although perhaps Smith (2001) captures the tenor of many of these critiques when he suggests, the idea of stages, or steps, does not sit well with the reality of thinking.…”

“…It can construe these outdoor experiences not in an holistic way (Seaman 2008), contextualising it in the life of the participant, but it can compartmentalize the experience (Brown 2004(Brown , 2009). This can then reduce the learning from the experience to identifying practical ways in which the undertaking of similar experiences might be made better in the future.…”

“…Or despite the apparent inefficient descent perhaps the participant was overwhelmingly satisfied with the meeting of the challenges on the journey. Such knowledge is not "decontextualised" (Seaman 2008, p 15) but is "situated" in the lives of the participants (Brown, 2009).…”

Positive youth development in Māori and New Zealand European adolescents through an adventure education programme

“…Of course, AEPs come in many different forms, some of which may focus on individualism and neglect Te Ao Māori (a Māori worldview). Therefore, it is important to emphasise that our focus is on AEPs that take a place-based approach (Brown 2008(Brown , 2009Townsend 2011;Wattchow and Brown 2011;Cosgriff et al 2012). A place-based approach revolves around the AEP taking place in a locale that has meaning for the youth involved and an appreciation of the cultural meaning and significance of place.…”

More than relations between self, others and nature: outdoor education and aesthetic experience

“…A number of recent critiques have problematised this action-reflection cycle as a model of experiential learning (see, e.g., Brown, 2009;Seaman, 2008). And I acknowledge that the connection between aesthetic and reflective experience through the passageway of the ontological difference could be construed as a cycle.…”