The reading has influenced my personal philosophy in the following way

Philosophies of outdoor education are often a combination of personal belief and factual evidence and are generic in the fact we want people to engage, search, develop, learn and face the challenge. They are often influenced by the organisation or marketing to produce a reason for undertaking a course. They often list the benefits of outdoor courses as raising self esteem, building confidence and understanding yet it is only with the use of good facilitation that these can even begin to be met. Many studies show that self esteem can be raised by the correct facilitation of a group or individual providing the aims are achievable, yet the increase is never sustained over a period of time without revisiting the same or similar activities. Each person is an individual and even in a group setting will need the correct level of input and challenge.

For me I think everyone remembers that first trip away and how they engaged in activities and had fun with their friends, as a facilitator I am hoping through the use of the outdoor medium many people may learn more of their own capabilities, relate things back into their everyday life and if everyone is more aware of themselves then maybe there would be much more awareness of their environment.

The reading highlighted to me the concept of nature and internal drives Nansons’ (1927) description of a need and yearning to get away from the mundane searching for freedom in relating to everyday lives and through to ultimate challenges.  This highlighted my belief that there are many levels of perception in relation to adventure and for some a gentle walk or countryside picnic is outdoor adventure. 

Being facilitators we need to be aware that for some people they may be looking for the once in a lifetime adventure that is realistically a low level of risk compared to our own perceptions.  What is a big chance if half the Norwegian population is willing to take it?  What is the British view today now that we have sailed the seas colonised the modern world and given it back how much of a challenge will the general population want? 

Working with groups my perception is that teachers organising trips have lots of pressures on them related to Frank Furedi (1997)where risk is seen exponential higher than reality.  Students attending have little experience of independence and experimentation play, that also links into sensation seeking and risk avoidance but maybe more prevalent basic skills such as play and physical ability.  Brievik(1999) looked at the opportunities to access outdoors being given to children and Adams (1995) that we are not predisposed to risk avoidance then why do many of the population choose to stay away from the outdoor arena is it then economic or socially affected?

My personal philosophy of adventure affects my facilitation in the following way

The outdoors for me means far more than work it is my office, my life and I never take it for granted. It will provide generic challenges and obstacles yet can always provide new and interesting elements that can be used or avoided depending on the situation.  It means that each working day is dynamic and has to be continually assessed.  For me and many of the people I work with it can provide moments of challenge and serenity, feelings of achievement and success.  The outdoor environment provides me with work and free time activities.

Helping others appreciate and understand how to engage and use effectively the outdoors is very important to me.  The fun aspect needs to be countered by an understanding of how we should respect and use the environment and allow for sustained use in the future.  Through facilitation teaching each group to understand about the impact we have on the environment and how we can reduce the effects examples like using rain water storage for cleaning equipment or watering gardens and how they can do the same at home.  Recycling litter and reducing the amount of both litter and energy that we use at the centre we get each group to monitor amount of electricity and see if they can use less than the previous week.

Understanding of the environment is an important factor that facilitators try to engage all groups in, yet some people can only relate this to the environment they are in at that time e.g. you may spend a week with a group working in the outdoors and encourage them to respect the environment conserve energy and not litter yet away from that environment a week later in their normal comfort zone how much of that will be transferred?  Promotion of the environment should not be just whilst in the lovely countryside but more a way of life can we change people’s lives or just show them a different view for a short time.

For me I think everyone remembers that first trip away and how they engaged in activities and had fun with their friends, as a facilitator I am hoping through the use of the outdoor medium many people may learn more of their own capabilities, relate things back into their everyday life and if everyone is more aware of themselves then maybe there would be much more awareness of their environment.

Influences on philoshopy

Outdoor practitioners work in a very special and often under used environment and have the ability to make a huge impact reinforcing what is taught in the classroom, e.g. being able to see rivers from source to sea, allowing pupils to observe at first hand and even touch and feel the environment they are studying.  Conrad & Hedin (1981) proposed that “when individuals can manage opportunities to control the direction of their learning, or interpret the meaning and apply knowledge based on their own interests and goals”, this process can lead to a greater retention of learning than traditional classroom methods.  Unfamiliar environments can also have an effect on outcomes experienced by adventure education participants as evidenced by Nadler (1993) and Kimball & Bacon (1993).  This is also reflected by Walsh and Collins (1976) who found that the contrast provided by an unfamiliar environment can enable participants to gather and set new perspectives on familiar environments.

Gardner (1999) refers to naturalistic intelligence which identifies a new intelligence that should be added to his list of multiply intelligences.  Naturalist intelligence suggests we can recognise, categorise and draw upon features of the environment Gardner (1999). Gardner also identified three styles of learner visual, auditory and kinaesthetic.  Recognising that people learn in different ways is very useful to an outdoor facilitator when working with groups that will have different learning preferences.  Further to this he suggests that although children at a young age are ready to master language, most are predisposed to explore the world of nature.  Rush (2003) describes the ability to read nature and its interaction with each and every one of us and the ability of understanding the world as ecological literacy, noting that making sense of our surroundings will impact on our experiences and understanding of the wider world.  Ecological literacy is referred to by Leslie S.Rush as “the ability to read the world around us, to read nature in its interaction with us”.

The latest government recommendations Learning Outside the Classroom Manifesto (2006) now promotes teaching outside the classroom to provide opportunities to experience life, learning and personal development regardless of their circumstance or ability. My feelings on outdoor education would agree with using nature as the classroom and that quality outdoor facilitation is important and should be made available to everyone.  The Outdoors is a strong tool, that when harnessed by an individual or through a facilitator can inspire people to great things. It is able to provide us with a thought process and a subject to reflect on in quieter times.  It can provide us an experience that can stay with us forever.

Others should Participate in outdoor activities

The ‘Outdoors’ can be for everyone a different place, something to fear that increases anxiety, a playground full of fun and adventure increasing arousal or even an office. There is one argument that states more people in the outdoors will create more environmental issues such as litter and erosion. Personally I think everyone should have the opportunity to use the outdoors, yet respecting the balance of the environment they enter therefore education and understanding is important.  The positive outcomes of quality outdoor facilitation maybe difficult to assess in comparison to classroom based education yet the importance of outdoor education is often secondary to most other aspects of education.  This can be seen in recent events where local authorities are reducing provision and even closing facilities a complete U-turn once again on encouraging learning outside the classroom due to economic pressures.

Learning outside the classroom is a step but learning in natural environments when utilised correctly can enhance the teaching and learning.  Zuckerman (1994) suggested that we have a need to seek varied, novel and intense sensations.  During many front loading and goal setting sessions much of the feedback from groups and individuals supports this theory as they choose the activities that will provide these aspects they are looking for.  This can also be seen in the increased number of new and adrenalin fuelled activities and growth in sensation seeking activities offering the next best thing is this just ‘Adventure in a Bun’ as put forward by Loynes (1998).

Adventure education is more akin to experience, reflection and personal growth.  During the process understanding of skills and the physical environment can be a focus or goal for groups and individuals.  Outdoor facilitators are important to the shaping and development of the body, mind and character of individuals and groups whilst experiencing new and often adventure based activities within the safety boundaries.  Developing an understanding of risks, fun and achievement links back to Zukermans’ (1994) ideas of experiencing new emotions.  This can be traced back to Plato (427-347) who put forward the idea of young men learning virtue from taking part in risky business and is supported by Philosopher John Amos Comenius (1592-1670) who said “lead your child out to nature teach them on the hilltops and in the valleys, there they will listen better and the sense of freedom will give them strength to overcome difficulties.  It enables our imagination to be ignited and gives us chance to reflect upon what we have achieved”.  

Wilderness does it exist?

                      What does wilderness conjure up for me?

Where we come from a time gone by, when we ventured into the land unknown, a mystical time of real adventures with a stiff upper lip. Wilderness for me was before my time when we had real animals on our shores and even more on far off shores across the world.  When Adventurers stepped out into a wild world, exploring for the first time and undertaking expeditions for weeks, months and even years. (A good read is amazing tales for making men out of boys).

So is there wilderness today? Well there are places across the world that would definitely fit into the dictionary version of wilderness, Yellowstone national park the first national park of America founded in 1872. In Britain we have more modest national parks referred to as “Britain’s Breathing Spaces” http://www.nationalparks.gov.uk/

There are 15 areas of national park from mountains, meadows, moorlands, woods and wetlands. http://www.nationalparks.gov.uk/. These areas are protected countryside for all to visit and live in. This might suggest they do not fall into the wilderness category. We also have The National Trust founded in 1895 by three Victorian philanthropists, who were concerned about the impact and development of industrialisation and they set up a trust to protect coastline, countryside and buildings. We also have in Britain areas of outstanding natural beauty (NAAONB). Gower was designated a NAAONB in 1956. It is good that we are protecting these areas yet as with all politics there is a balance between preservation and development especially when it comes to finance.

In Britain the only place that is often referred to as wilderness is remote regions in Scotland. Many places are quieter and less frequented yet you are never really in a wilderness in Britain, another area is Plynlymon in mid Wales or go walk on Cincht (North Wales Matterhorn) and not Snowdon to see the difference.  These places seem comparatively isolated to those of the easily accessed attractions. The theme park of the outdoors where everything is accessible by car with conveniences and retail outlets, this is the comfort of entering the outdoors without venturing past the front door. The hordes of people that enter our countryside and use our national parks show testament to the need for such places, especially as recreational activities are increasing. Jan pointed out that it is difficult to assess the areas of Europe that are designated Wilderness, as the amount of people walking Snowdon on a sunny day or the number at a beach on the Gower may not enable these areas to be classified as wilderness but take an average week day in the rain and the place is almost deserted. When they are compared to the vast sparsely populated areas of the Nordic regions there is little comparison.

Initial thoughts on philosophy

Youthful endeavours of climbing trees (or lampposts), building swings over rivers and introductions to abseiling and kayaking through scouts, led to more and more adventurous exploits outdoors.  My first introduction to Outdoor pursuits (education today) was a school visit aged 14 to the Local Outdoor Centre. This was a defining trip that enabled a realisation of what can be achieved and gave me an insight into the direction I wanted to go.  

            With little understanding of the impact this trip would have and what exactly was entailed I signed up. This was my first real insight to outdoor activities that offered challenges and left me possibly very tainted in positivity, one moment that still remains is jumping into a deep cold plunge pool at the end of a fantastic gorge walk.  This course gave me the real first opportunity to partake in further adventure activities and increase personal knowledge of the outdoor environment.

Personal development

            Attending courses at the local outdoor centre provided me with a platform of skills and understanding of outdoor activities.  Learning new skills within a group setting provided an opportunity of developing group awareness and dynamics whilst being part of the group itself.  This experience enabled me to develop relevant skills and contacts to become an assistant leader on courses and this is where I really found a personal achievement.

            The trainee post led to becoming a fulltime facilitator of outdoor education, the road to becoming a qualified facilitator was long and required better understanding of personal ability and skill acquisition. However the development of social awareness understanding groups and individuals became more important to becoming a quality facilitator.

Quality requires a good understanding of relationships, leadership and goal setting. The ability to work with groups and individuals with different needs to develop a programme that will support learning and achievement throughout the entire session.  Further awareness of learning styles and methods of teaching that can be adapted to maximise the use of the environment to provide a course that offers a balance of risk and competence offering peak adventure to enable everyone to achieve their target goals.