Adventure Education

Reflection by John Scott

While in the backcountry, we had the opportunity to observe two seasoned educators in their element.  Their poise in the wilderness and the rapport that they developed with the group showed the bench marks of quality and professionalism that we should all hope to one day obtain.  As I returned to the “real world” and tried to translate the experience to others in my life I was met with many comments. 

“Wow that sounds like a lot of fun.”

“This is going to be a really easy semester for you, huh?”

“So what are you studying again?”

“Is that what you want to do (after you graduate)?”

While these people had mostly positive responses to my stories and tidbits, there was an underlying tone of, ‘so you’re going to campout this semester and get credit for it’.  To this, I have to answer, yes but it’s so much more than that. 

Most people would agree outdoor experiences, in particular the experiences, which are augmented by adventure education, can change peoples’ lives for the better.  They are reluctant to justify time or money spent on such “trivial pursuits”.    The vacillation between two stand points; adventure education creates lasting benefits for all involved and adventure education is just fun and games, is one of the greatest threats to the field.  To dispel such confusion, we as young adventure educators need to show that while we are out camping for this semester we are also developing skills and strategies that will clearly define the difference between “just fun and games” and adventure education (even though it is a blast).

To truly own this attitude, we must ask, “What was so different about this four-day expedition when compared to the last long weekend trip with our friends?”  We came out alive.  We had a great time.  No one was injured or lost.  We conquered peaks.  We learned things about the land and ourselves.  While the same “outcome” was obtained (more or less), the manner in which we achieved it was quite different.

There are many differences between personal camping and professional expedition. The strongest of these differences is the clear definition of leader.  When most people go to enjoy the outdoors, there is a plan of activities and a general idea of how these events should occur.  Out of the group, the most experienced at the given outdoor activity is usually looked to for advice but rarely defined as the leader of the group.  As long as the trip goes well there is little need for a leader.  However, should something go wrong, a group of people who formally had similar goals could become a crowd of individuals with very different opinions on how things should go.  Having a clearly defined leadership team or an individual leader prevents this inefficient behavior from happening.  This kind of fore sight can only be described as professional.  Even if nothing goes wrong, having a leader gives the trip a grounding point.  The leader shouldn’t be pushy but his or her presence helps mediate small disagreements or brings order to a group decision making session.

Coupled with the definition of leader is the preparation for the trip.  As we prepare for our weekend excursion with our friends, we watch the weather channel on the way out the door and stop by the grocery store off the highway for food and water.  As we get to the trail, we realize that Bobby forgot his headlamp and the tent poles, Sarah’s hangover just got hungover, and the trail is now a stream from the last two nights of rain.

What a nightmare.  Even a little more planning could have prevented such things or at least contingencies could have been in place.  When we look at the level of planning that goes into a professional expedition it’s hard to imagine that there is so much behind a trip.  From budget to evacuation routes to reducing impact, the professional will plan backups for backups.

A third difference is the quality of the trip.  When out with our friends, the goals are often physical, summit that peak, campout for three nights, climb a 5.10.  While all trips have room for personal growth, it is rarely the focus.  It still can and does happen but without a catalyst, it can’t reach the level that it may have.  The professional has planned these moments or has anticipated the teachable moments.  The professional prepares lessons to enrich the experience, reflection time and discussion, and debrief to solidify the experience into lasting change.                  

As we transition from participant to leader, we must say with pride, “Yes, my field is fun. What could be better than enriching peoples lives while doing something that you love?”  While it may look like we are just camping out this semester, we are developing leadership skills that will positively affect both our lives and the lives of others for years to come, in the backcountry and in our own neighborhoods and homes.

Related items

• What does it mean to be a professional Adventure Educator?
• What does it mean to be a professional Adventure Educator?
• What does it mean to be a professional Adventure Educator?
• What does it mean to be a professional Adventure Educator?
• What does it mean to be a professional Adventure Educator?

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