Fort Lewis College



Fort Lewis College

Philosophy and Theory of Adventure Education

AE 310 • Winter 2011 • 3 credits

A few quotes – from well known philosophers – that inform the philosophy – as well as some of the content –

of this course….

“You should never let schooling get in the way of your education.”

– Mark Twain

“Individuals cannot be forced to learn. For learning to be meaningful, the

motivation must come from within the individual. External force works only to control behavior, it does not work to control the learning process.”

- Scott Wurdinger (Minnesota State-Mankato)

“There is no such thing as a neutral educational process.

Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it…

[O]r it becomes, ‘the practice of freedom’…

[T]he means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. “

- Richard Shaull

(from the forward to Paulo Freire’s Pedagogy of the Oppressed)

“Becoming aware of the implicit assumptions that frame how we think and act is one of the most puzzling intellectual challenges we face in our lives.”

- Stephen Brookfield

(Distinguished Professor of Education, University of St. Thomas)

Instructor: Dr. Lee Frazer

Office: 29A Pine Hall

Phone: (970) 247-7353

Email: frazer_l@fortlewis.edu

Office Hours: TR 2:00-5:00. Other times by appointment.

_______________________________________________________________

Course Description:

An exploration of the background, philosophical basis, ethical issues, and theories of adventure and experiential education. This course explains the “Why?” behind the “What?” adventure educators do, and includes an overview of applications to specific client groups (youth-at-risk, chemical dependency, business, school, etc.). Students develop in writing their own personal philosophy of adventure education. Prerequisite: AE major or minor; minimum of C+ in AE 101.

Other recommended prerequisite: CO1 course. The writing in this course is expected to be at the “300-level,” and therefore free of grammatical issues. If you’ve not had your CO1 course, then you might want to take this course at another time.

EXPANDED Course DESCRIPTION:

Adventure educators have been criticized by some of my colleagues and professors in graduate school for being “experience rich but theory poor.” We often know what to do, pedagogically – and often do it well – but not always why we do it. This course will provide you with the “why” behind the “what.” That is, the theory behind the action.

What is theory? And philosophy? And more, why bother? We bother with theory and philosophy so that we can create more effective learning experiences for our students. More, when we take the time to wrestle with theory and philosophy we’re more likely to avoid the traps of self-deception, unethical behavior, and self-righteousness that often plague educators and others charged with leading others.

Though I minored in outdoor education as an undergraduate student, I pretty much started out as a practitioner. In fact, as the president of my university’s outdoor club and an assistant instructor with Outward Bound (both in my early 20s), I was organizing programs and leading trips and clinics in the outdoors before I had read very much about how to do it, or why. My academic preparation for working in the outdoor and adventure education field didn’t come close to what students, particularly majors, get in this program.

However, about the time I turned 30, I started reading many of the writers who contributed to our textbooks and readings, and had opportunities to hear and talk with some of these individuals at conferences and in graduate school. I also started looking back on some of the programs with which I was involved and thought “I could have done that better,” which brings me to where I stand today.

Today, I try to balance the use of active experience with a solid understanding of cutting-edge theories and concepts. As I see it, reading someone else’s words, then reflecting and discussing it with others who have also read those words is informed dialogue. Then creating insights and ideas about how that applies to you, your outdoor experiences, and your future experiences as an adventure educator is reflection. This cycle is also the foundation of experiential education. This is what we hope to replicate in this course.

As you think about your future…

Do you now, or in the future, see yourself as an adventure or outdoor educator?

Or do you see yourself becoming a classroom teacher or therapist, and hope to utilize adventure activities in your teaching or work with clients?

If your answer to either is “yes,” then this course should help catapult your practice as an “adventure educator” – a professional who helps others grow and learn about themselves through outdoor (and maybe indoor) “adventure” – to the next level. After all, as we’ll discuss in this class, your function as an adventure educator goes beyond fun (although that’s important), and also beyond dragging people up the mountain. An adventure educator is a facilitator who uses adventure to help people develop skills and knowledge, learn about themselves, and learn about the world around them, in hopes, ultimately, of making the world a better place. It is my belief that with a critical and informed understanding of the theories and philosophies underpinning our field this is more likely to happen.

Learning Objectives: In light of the above, this course provides an opportunity to…

1. Become familiar with the major branches of philosophy and how they relate to education.

2. Identify the major subjects of philosophical inquiry of interest to all educators (not just adventure educators) – including the nature of learning and personal growth, the role of the educator, and the aims of education – and how an understanding of these areas informs educational practice and research.

3. Understand the major “schools” of educational philosophy and their influence on adventure and experiential education theory, philosophy, and practice.

4. Understand the role philosophy and theorizing plays in bettering the adventure education field.

5. Conduct “critical analyses” to examine and question assumptions about adventure education theory and practice.

6. Develop informed and coherent working definitions of the major concepts, theories, and philosophies underpinning adventure and experiential education through reading, writing, class dialogue and participation.

7. Explore some of the ethical or moral issues of concern to or affecting the adventure education field.

8. Develop your own philosophy of adventure education, including, but not limited to:

a. References to your beliefs about the following…

o The nature of knowledge, learners and learning,

o the role of the adventure educator,

o the aims of adventure education,

o any ethical or moral issues you feel important to studying or working in adventure education (or related fields).

b. Other references and connections to philosophies of adventure, risk, and experience;

DIFFICULTY LEVEL:

I consider this to be a demanding course in terms of the amount of work it requires and the intellectual engagement it will demand. Most notably, you are expected to think critically about abstract concepts, and be able to read, synthesize, and engage with a large volume of material.

With this in mind, I have several expectations that deserve special mention up front:

1. That you come to class regularly and on-time.

2. That you make honest efforts to be prepared to discuss in class by completing the assigned reading for that day.

3. That discussion and class participation are required and expected of all; and,

4. That you come to class ready to do ‘real work’ together with the understanding that education is an active rather than passive process.

Please know that we will operate and evaluate based on these assumptions for the semester. More on this is explained below.

Class Meeting TIME/location: TR 11:15-12:35, 32 Pine Hall

Texts / Readings / SOURCES:

Primary texts:

• Dewey, J. (1938, 1997). Experience and Education. New York: Touchstone Press.

• Warren, K., Mitten, D., & T.A. Loeffler. (2009). Theory and Practice of Experiential Education (4th edition). Boulder, CO: Association for Experiential Education.

• Wurdinger, S. (1997). Philosophical Issues in Adventure Education (3rd edition). Dubuque, IA: Kendall Hunt.

Other:

• Various supplemental readings, including some from the broader field of education. Available as handouts, online, and through Moodle.

• Websites we’ll be drawing from:

- (Professor James Neil’s website)

- (The Informal Education homepage – maintained by UK professors)

- (Explorations in Learning and Instruction: The Theory Into Practice Database)

I suggest that you do not sell your books at the end of the semester. These books are among the resources that adventure educators refer to professionally over and over again, and may be of use to you in ES 495-496. You should graduate from this program with more than just a transcript and memories. You should enter the profession with tangible resources, like your textbooks and course notes that you can readily use!

COURSE WEBSITE:

We will be using Moodle for various course functions. The course website can be accessed through:

You will HELP TEACH this course:

Ideally, your experience as a student in the AE program will have an impact on your role as an educator (that is our goal, of course). With that being said, your attitude and approach to learning in this class and other classes reflects who you are as a prospective adventure educator.

For instance, you may be accustomed to a model, perhaps from experiences outside of this program, where the teacher is the sole source of information. This “banking model” of education, as the great Brazilian educator Paulo Freire called it – where the teacher “deposits” bits of knowledge and expects the student to regurgitate it – can create dependent learners who expect the teacher to feed them the answer or “give them an education.” This form of education isn’t only harmful to you, it’s harmful to society, as Freire noted. In this course, you will be expected to “claim an education,” to take responsibility for your education, as Twain’s shrewd quote at the top of this syllabus suggests.

In this spirit, you will be given opportunities to create ground rules for class meetings and to take a role in presenting/teaching course topics to your peers. As to the latter, I hold the philosophy that one-way to learn new content is to have to teach it!

As with any AE course, you will have the opportunity to take risks – intellectual and perhaps social – where the stakes might be even higher than the physical risks that normally accompany outdoor adventure.

Additional Course considerations / Practices / EXPECTATIONS:

Although you’re probably quite accustom to what AE faculty expect of students, a minority of students are sometimes unaware of obvious expectations and courtesies necessary for a successful learning environment. I therefore find it necessary to remind you of the following behaviors and practices:

1. Attendance is expected at every class and will be taken. Excused class absences include illness and family emergencies, but do not generally include other college events.

2. Grading / Feedback. Part of our job is to help you grow and stretch as a learner by providing timely, specific feedback on your work both in-class and out of class. Some of this feedback will involve grades. To help you know my expectations and grading “style,” an:

• “A” means the student has, in some way, exceeded the expectations of the assignment.

• “B” means that the student has met most/all of the expectations of the assignment.

• “C” means the student has met the minimum expectations of the assignment.

• “D” or “F” means the student has not met the minimum expectations.

I will commit to making my expectations as clear as possible regarding each assignment. There

will also be an opportunity to re-submit work after feedback is given should that be desired (more on that below).

3. Class Preparation and Participation: I assume by this point that you enjoy responsibility and want to contribute to the course. Therefore, please come to each class prepared, having completed all assignments – non-graded (readings, etc.) and graded (papers, presentations, etc.) – prior to class. If it becomes apparent that the reading is not being done, we will need to discuss how to get back on track. We will also assume that you want to actively engage in class discussions and activities by raising questions, offering comments, and dialoguing with your classmates and the instructor. Adventure educators are good at taking initiative, being engaged, and showing responsibility.

4. Late and unprepared assignments:

- Papers are due in class on the date in the class schedule. (Sometimes, I might ask you to email your assignment by a certain date/time.)

- Class presentations are also due on the date assigned or chosen, unless you have made arrangements with me in advance.

- Be aware of the course schedule. We won’t always issue reminders in class.

- Late papers receive a reduction of 10 points (out of 100) for each class session handed in late. This deduction also applies to scheduled class presentations for which you are unprepared. “Late” means anytime after the date and time it was due; if you have an unexcused absence from class, the assignment is still late after the due date on which you were absent.

5. Standards for written work:

There will be a significant amount of challenging writing in this course. Thus, it is imperative that our written work be of high quality and that of a beginning professional. Papers should include references to course readings using proper citation (and a bibliography or works cited section), following APA style. In addition, papers and assignments should be typed or word-processed, double-spaced, with 12 point font, and 1” margins.

I invite you to hand in a draft of any assigned formal written work a few days in advance of the due date for preliminary feedback. If there are significant errors in grammar, sentence and paragraph structure, clarity, spelling, etc. on final drafts (handed in on or after the due date), the grade for that paper will be reduced and/or handed back for a rewrite. (Please note that I will give you no more than one opportunity during the semester for a rewrite.)

If you struggle with writing, then I urge you to use the resources of the Writing Center () and other campus resources, if necessary!

9. Inappropriate and disrespectful behavior – including disrespectful behavior toward other students or faculty; sexual harassment; insulting racial, gender, sexual orientation, or religious comments; jokes in poor taste which may insult a person; or language that is offensive – will not be tolerated in this course and may result in being dropped from the course and/or program.

10. Please silence cell phones when in class.

OTHER IMPORTANT COURSE NOTES:

1. Reasonable Accommodation: Students with disabilities have equal access and equal opportunity in this course.  If you require reasonable accommodations to fully participate in course activities or meet course requirements, you must register with Disability Services, 280 Noble Hall, 247-7459.  If you qualify for services, bring your letter of accommodation to me as soon as possible.

2. Originality of written work and presentations (i.e., academic integrity): All written work and assignments, including presentations, must be original, not previously submitted for other courses, and properly cited.

It is your responsibility to know how to include proper bibliographic citations in your papers when you are paraphrasing or quoting from another printed or electronic source. Work determined not to be original, including papers that do not provide proper bibliographic citations of original sources you use, or work that was previously submitted for another course, may result in a grade of “0” on the assignment or failure of the course. Additional actions may include a review and hearing by the College’s academic standards committee, which may result in sanctions including suspension or dismissal from the College.

The College’s academic integrity policy may be found at:

3. Email: All course-related email correspondence should be conducted using your “fortlewis.edu” address. You are responsible for checking your email for course-related information.

4. Office Hours: Draw on these opportunities. I am available for any course-related discussion, as well as for just talking. Whatever you do, don’t wait until it’s too late—come by to discuss any concerns you have about class.

ASSIGNMENTS & EVALUATION:

|Participation and involvement in class |5% |

|Including evidence of having completed readings and participated as fully as possible in class activities. | |

|Short non-graded assignments |5% |

|A handful of short assignments will be issued periodically to help you connect more deeply with readings as well prepare | |

|for class discussions. Will be graded mostly on effort and on a pass/fail basis. The first of these will have you consider| |

|the connection between your educational biography and your views on the “essence” of education. | |

|Two Short Papers (5-8 pages each) |25% |

| | |

|Each count for 12.5% of the final grade. | |

| | |

|Paper #1 – Reflection on John Dewey’s Experience and Education | |

| | |

|Paper #2 - Critical analysis of a program’s materials | |

|Two Group Presentations* |25% |

| | |

|Grading will be by both peers & instructor. Each count for 12.5% of the final grade. | |

| | |

|Presentation #1 – Prominent theory underpinning common adventure education beliefs and/or practices. | |

| | |

|Presentation #2 – Present on one of the following: | |

| | |

|An ethical or moral issue of concern to adventure educators or affecting AE or a related field. | |

| | |

|OR | |

| | |

|A philosophy informing the modern AE field. | |

| | |

|(For example, could include a presentation on the educational philosophy of a person of interest to adventure educators, | |

|like Kurt Hahn, Maria Montessori, or , or an alternative educational philosophy such as radical education, multicultural | |

|education, or ecological education.) | |

|Final paper: “My philosophy of adventure education…” (15-20 pages) |20% |

|Final exam |20% |

|Total | 100% |

* Presentation #1 will be conducted in groups of two, while presentation #3 will be conducted in groups of three. More information on presentation directions will be forthcoming.

Grading

A = 93-100 A- = 90-92

B+ = 87-89 B = 83-86 B- = 80-82

C+ = 77-79 C = 73-76 C- = 70-72

D+ = 67-69 D = 63-66 D- = 60-62 F = 0-59

long term schedule:

Our long-term schedule detailing the topical units of the course, assigned readings, assignment due dates, and so forth will be handed out separately on day two.

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