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Growing up, I knew adventure education to be about practical skills and recreation. It was a way of keeping youth active and engaged. More recently, however, I’ve come to learn more about the history and philosophies of adventure education and so my idea of the concept has changed dramatically as I have also lived and learned much since the days of my youth. I define adventure education as one word: integration. Integration encompasses both personal growth and development of morals and an understanding of nature and the environment on a deeper level. I chose to define it in the context of what I believe to be the most important aspects of adventure education.
The reason for highlighting these specific aspects concerning adventure education are for reasons as simple as common sense. However, in Western society common sense has gone the way of the dodo. In fact, the dodo is a perfect example to begin with. The dodo was a bird that lived on the island of Mauritius before the Dutch hunted them all to extinction within 80 years of the bird’s discovery. Such is the story of human impact on the planet in one sentence. Without an understanding of the environment our first inclination is to plunder all resources for personal gain, whether that gain is science, exploration, survival, or even entertainment.
Some decisions we make, and the resulting actions we could take, have a higher moral value than others. Rather than teaching a particular set of values, we would be better serving our participants if we helped them understand the process of making reasonable moral decisions . . . We may not all agree on the philosophic orientation used to determine just and unjust acts, but we should agree that some system will probably be better than...
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... moral standard. If we can maintain a relationship with nature, then maybe we’ll shed our hardened egos that society has tempered, and maybe then we will finally know love and compassion at our core.
Works Cited
Cole, D., Hampton, B. (2003). Nols: soft paths (3rd ed.). Mechanicsburg, PA: Stackpole Books.
Fox, R. (1999). Enhancing spiritual experience in adventure programs. In J.C. Miles & S. Priest (Eds). Adventure programming. (pp.455-462). State College, PA: Venture Publishing, Inc.
Garvey, D. (1999). Outdoor adventure programming and moral development. In J.C. Miles & S. Priest (Eds). Adventure programming. (pp.133-139). State College, PA: Venture Publishing, Inc.
Garvey, D. (2002). The future of adventure education. The outdoor network.
Unsoeld, W. (1974). Proceedings from AEE: Spiritual Values in Wilderness. Estes Park, CO: Colorado Outward Bound School.
Herbert Otto, an esteemed author, once wrote, “Change and growth take place when a person has risked themselves and dares to become involved in experimenting with their own life” (Wilderdom: A Project in Natural Living & Transformation). Essentially, Otto is saying that in order to grow as a person and become educated, one must break free from what bring him or her comfort, which allows him or her to be daring and adventurous. Christopher McCandless holds a similar view point on education and experimentation or adventure, which can be seen in Jon Krakauer’s Into the Wild. McCandless believes that once people find a way to break free from the default and comfortable setting that so many of us function on, are we able to discover our adventurous
As a child going outside was something that excited you. The freedom of running through the grass or climbing the trees was something that always excited you. As times change and technology improves going outside is not a happy thought anymore. In John Stilgoe’s Outside Lies Magic and Rachel Carson’s The Sense of Wonder, they both discuss the feelings you get while going outside and the importance why we should go outside. Though both have different reasons why we should both books are relevant to today.
Rest, J., Narvaez, D., Thoma, S., & Bebeau, M. (1999). DIT2: Devising and testing a revised instrument of moral judgment. Journal of Educational Psychology, 91(4), 644-659.
The debate over technology being healthy for our children has been a debate that has gone on for years. It appears as though the tragedy that children are missing out on hands-on nature is definitely something we all must learn to accept. Nicholas D. Kristof hits the nail on the head when he suggest that we try to preserve nature but we don’t promote natural activity such as hiking, biking, camping, and “discovering the hard way what a wasp nest looks like”. Kristof does an effective job getting the point across on experiencing nature and limiting technology. He is a father that is destined for his young daughter to know about the outdoors with personal experimentation. Kristof’s intended audience is geared toward people that want their children and themselves to be involved in nature, but they have been consumed with this technological age.
... hikers to experience the wilderness the way it was initially intended. With unpredictable weather, wildlife, etc. Where hikers are granted the freedom to make their own decisions. As much as the tangible dangers hinder the journey one may face during the trail--the desire, attitude and the love for hiking are perhaps what keeps them yearning for the next level.
(Jensen, 2005, p. 69) could be compared with the importance of desired moral reasoning. The
"An Encounter" proposes that one's desire for escape and adventure won't stop the daily routines because its unaviodable. New experiences that people expect could sometimes be disturbing. The story commences with kids playing Wild West for the sole purpose of disrupting school activities. An unnamed boy, playing as the narrator craves for e...
All people worldwide go through the process of moral reasoning, which has been defined as "a cognitive process by which individuals make decisions about moral issues and justify these decisions, regardless of the context of the issue" (Gardiner, 1998, p.176). But not all of these people come to the s...
Human beings are confronted with numerous issues throughout his or her lifetime that would require him or her to examine the best action to take to avoid the damaging consequences. In most cases, individuals restrain his or her action to take into consideration the consequences that may lead to the right or wrong behavior. One’s ethical and moral standards are first learned at an early age from his or her culture, how he or she is raised, religious background, and social system. Scientifically, there are various ethical theories, such as the virtue theory, deontological ethics, and utilitarianism (Boylan, 2009). By understanding these theories one can compare, contrast and uncover the reasoning behind his or her ethical and moral standards.
Risky play is an important part of children’s play and children have shown a natural desire of outdoor risky play in the early years of ages (Brussoni, Olsen, Pike & Sleet, 2012). Risky play refers to play that allows children to feel excited and may lead to physical injury (Sandseter, 2007). In the video Adventurous play-Developing a culture of risky play, the interviewer Neville had discussed risky play with five educators. By consulting from this video, this report will provide rationales which are for creating opportunities for risky play in the child care centres, explain how to achieve the outcomes of the Early Years Learning Framework through planning for risky play. It then attempts to analyse the observational learning in Bandura’s
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the Creative Curriculum framework, as well as the philosophies, theories, and research behind its foundation.
No decision procedure – moral decision making is too complicated to have a single criterion for decision
Many people have different views of what ethical behavior is. Ethical behavior is defined as “Acting in ways consistent with what society and individuals typically think are good values. Ethical behavior tends to be good for business and involves demonstrating respect for key moral principles that include honesty, fairness, equality, dignity, diversity and individual rights (Ethical behavior, 2016).” In this paper, I explored ethical decision making with examples. In addition, I discuss how ethical decision making benefits from a Christian worldview.
Are you ever satisfied when you do something and do not receive the results you want? I know you are not and nobody is. Everyone wants improvement in the world and people are happy and satisfied when everything is right. This concept can be applied to the world of physical education in today’s society. Obesity has slowly become one of the most problematic diseases that exist in the United States and the world today. The U.S. has been greatly impacted by this disease and more and more people in today’s society are overweight, unhealthy, and out of shape. Everyone knows that this issue needs to be fixed but in order to fix a problem you need to discover where the problem comes from. Many people blame food companies, which sell unhealthy food to people; others blame the media for promoting things such as junk food or video games. Other people blame the physical education systems in schools. Many people believe that physical education is not doing enough to help children and younger generations develop healthier habits. There is no doubt that society needs to change from being unhealthy and overweight to physically active and healthy, but many changes need to be done in society to do so, and making adjustments to physical education must be done.
A Perth Primary school participated in research into children’s values and environmental sustainability education. The evidence suggested that through environmental education initiatives children can absorb the values and express their attitudes and intentions to improve environmental sustainability. The teachers, community and parents were not the drivers for the learning initiatives; the students raised the concerns. The findings of this research found that student participation in the entire process, from the creation to the completion, is a pivotal element for reaching environmental sustainability education objectives. It demonstrated that children do have the capacity to see and understand what needs to change, and take action. In addition, it reached the conclusion that values education and environmental education interrelate- build the values and children will participate with enthusiasm and a meaningful approach (Lewis, Mansfield, & Baudains, 2008). Becoming eco-literate could possibly cause some limitations for students and teachers, however, there are ways to overcome