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ISBN: 1-892132-09-5



512 pages



This revised edition of Adventure Education (1991), brings together the current ideas of many practitioners of adventure programming to reveal the extent of the literature in the field, providing insight into every aspect of this ongoing movement. Change for society and communities is the altruistic end point sought by adventure programs through adventurous activities such as outdoor pursuits, initiative activities, and ropes or challenge courses which are all discussed in this text.

The first section of this book examines the four categories of programming--recreational, educational, developmental, and therapeutic--from the perspectives of different authors. Recreational adventure programs change the way people feel: their primary purpose is to entertain, energize, or teach skills. Educational adventure programs change the way people think: their primary purpose is to bring awareness and understanding. Developmental adventure programs change the way people behave: their primary purpose is to improve functional actions. Therapeutic adventure programs change the way people malbehave: their primary purpose is to reduce dysfunctional actions. Subsequent sections examine the history and philosophy of the field. Sections on social psychology and learning trace the theories behind human behavior and change. The leadership and administration section considers the tasks of working with people and managing adventure programs. Sections on settings and clients show the depth of adventure programming locations and the breadth of its influence with people. A final section examines the world, environmental, and spiritual perspectives of adventure programming.
Sample Diagram
Leading edge thinking and concepts,
explained in step by step procedures
Sample Text
thorough treatment of ideas,
lots of real life examples

John Miles is professor of environmental studies and director of the Center for Geography and Environmental Social Sciences, Huxley College of Environmental Studies, Western Washington University. His teaching embraces environmental education, environmental history and ethics, and the literature of nature and place. He has written extensively about wilderness and national parks and about wildlands as learning places. Dr. Miles is an executive editor for the Journal of Environmental Education, and when not working is usually playing in his garden or in the North Cascade Mountains.

Simon Priest is the leading researcher, writer, and consultant on corporate experiential training and development, and outdoor leadership. Dr. Priest consults for a handful of progressive corporations interested in staying ahead of their global competition by focusing on the development and maintenance of human resource relationships. His consulting expertise lies in leadership, executive development, and creating internal corporate universities. He taught at the University of Oregon, Texas A&M University, and Brock University before his retirement in 1997. He has held visiting and guest professorships at 20 universities.

Section 1 -- Introduction to Adventure Programming
Chapter 1: Recreational Outdoor Adventure Programs
Chapter 2: Educational Adventure and Schooling
Chapter 3: Developmental Adventure Programs
Chapter 4: Adventure as Therapy
Chapter 5: A World of Adventure Education
Section 2 -- Historical Perspectives on Adventure Programming
Chapter 6: Philosophy in Practice: A History of Adventure Programming
Chapter 7: The Creation of Outward Bound
Chapter 8: Kurt Hahn
Chapter 9: A History of the Association for Experiential Education
Chapter 10: The Wilderness Education Association: History and Change
Chapter 11: The National Outdoor Leadership School: 40,000 Wilderness Experiences and Counting
Chapter 12: Project Adventure: A Brief History
Chapter 13: Development Training in the United Kingdom
Section 3 -- Foundations of Adventure Programming
Chapter 14: The Semantics of Adventure Programming
Chapter 15: Philosophy of Adventure Education
Chapter 16: Ethics and Adventure Programming
Chapter 17: Outdoor Adventure Programming and Moral Development
Chapter 18: Every Trail Has A Story: The Heritage Context as Adventure
Section 4 -- The Social Psychology of Adventure Programming
Chapter 19: The Essence of Adventure
Chapter 20: Adventure and the Flow Experience
Chapter 21: The Adventure Experience Paradigm
Chapter 22: New Directions for Inquiry Into Self-Concept and Adventure Experiences
Chapter 23: Practical Stories in a Theoretical Framework
Section 5 -- The Learning in Adventure Programming
Chapter 24: Experiential Learning
Chapter 25: Integrating Theory and Application in Experiential Learning
Chapter 26: Stage Development Theory in Adventure Programming
Chapter 27: Teaching by Inquiry
Chapter 28: Sequencing the Adventure Experience
Chapter 29: Six Generations of Facilitation Skills
Chapter 30: Processing the Adventure Experience
Chapter 31: Transfer of Learning in Adventure Programming
Section 6 -- The Leadership of Adventure Programming
Chapter 32: Outdoor Leadership Competencies
Chapter 33: Outdoor Leadership Curricula
Chapter 34: Accreditation and Certification: Questions for an Advancing Profession
Chapter 35: Leadership for Community Building
Section 7 -- The Management of Adventure Programming
Chapter 36: Starting Your New Outdoor Program
Chapter 37: Management and Administration of Outdoor Programs
Chapter 38: Adventure Risk Management
Chapter 39: Legal Liability and Risk Management
Chapter 40: Improving Program Quality Through Evaluation
Chapter 41: Research in Adventure Programming
Section 8 -- The Setting for Adventure Programming: Places for Risk Taking
Chapter 42: Wilderness
Chapter 43: Rescue-Free Wilderness Areas
Chapter 44: Urban Adventure 1989 and Reflections 10 Years After
Chapter 45: Artificial Climbing Environments
Chapter 46: Ropes Courses: A Constructed Adventure Environment
Chapter 47: Kinesthetic Awareness: At Home in Our Bodies
Section 9 -- The Clients of Adventure Programming
Chapter 48: Adventure Education for Teaching Cross-Cultural Perspectives
Chapter 49: The Use of Adventure-Based Programs With At-Risk Youth
Chapter 50: Adventure Programs in Higher Education
Chapter 51: Programming Adventure for Older Adults
Chapter 52: Women's Outdoor Adventures
Chapter 53: Adventure in the Workplace
Chapter 54: Programs That Include Persons With Disabilities
Chapter 55: Adventure Travel and Ecotourism
Section 10 -- Extensions of Adventure Programming: Environmental Trends and Issues
Chapter 56: A Synthesis of Environmental and Adventure Education Concepts
Chapter 57: The Place of Deep Ecology and Ecopsychology in Adventure Education
Chapter 58: Navigating the Terrain: Helping Care for the Earth
Chapter 59: Enhancing Spiritual Experience in Adventure Programs
Chapter 60: Critical Outdoor Education and Nature as a Friend
Chapter 61: Future Trends and Issues in Adventure Programming
Appendix Resources for Adventure Programming

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