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Smathers, Keener, Ed.The Proceedings of the North American Conference onOutdoor Pursuits in Higher Education (1st,Appalachian State University, Boone, North Carolina,February 10-13, 1974).Appalachian State Univ., Boone, N.C.; Outward Bound,Inc., Greenwich, Conn.Ingersoll-Rand Corp., Inglewood Cliffs, N.J.13 Feb 7439p.Office of Outdoor Programs, Appalachian StateUniversity, Boone, North Carolina 28608 ($2.00)

MF-$0.76 HC-$1.95 PLUS POSTAGEAttitudes; Conference Reports; *EducationalDevelopment; Educational Finance; *EducationalObjectives; Environment; *Experimental Programs;*Higher Education; Leadership; Measurement; Methods;*Outdoor Education; Self Concept; Small GroupInstruction

ABSTPAC'In February of 1974, 135 representatives of 40

colleges and universities from the U.S. and Canada met for the firsttime to share experiences and programs relative to experimentaloutdoor education, and these conference proceedings contain the 7major addresses and a condensed sampling of other presentations fromindividual college programs. Conference aims were described asdeveloping ways and means for beginning experimental educationprograms; elevating the reputation of experimental education inacademic circles; paving the way for Outward Bound credit courses;and developing a national outdoor experimental educationorganization. Papers focused on means, ends, measurement, and financeof outdoor experimental education programs. Means emphasized were(1) environment contrast; (2) physical activity; (3) the intentionaluse of stress; (4) a small group context; and (5) the employment ofnevi:, acquired knowledge and skills. Major goals were identified as(1) enhancing self-concepts; (2) understanding the self, with specialemphasis on identification of strengths; (3) reorientation towardaesthetic appreciation and environmental awareness; (4) anunderstanding of leadership, the use of authority and followership;and (5) internalization. (JC)

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Conference costs were paid for in part by the Ingersoll-Rand Corporation, Inglewpod MA New Jersey.

Copies of this document available from the elffice of Outdoor Programs. Appalachian State Univorsitl, Soon, N.C. 21160e.

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THE PROCEEDINGS

of the

FIRST NORTH AMERICAN CONFERENCE

on

OUTDOOR PURSUITS IN HIGHER EDUCATION

The Development of New College Programsin Outdoor Experiential Educationwith Outward Bound, Incorporated

February 10 - 13, 1974Appalachian State University

Boone. North Carolina

Edited byKeener Smathes

Contents

Foreword

The Value of Experience, Keynote AddressHenry Taft. President, Outward Bound, IncNational Headquarters, Greenwich. Connecticut

The Janus ReportRobert J. Pieh, Professor, Faculty of EducationQueen s Univesity. Ontario

The Reason for Freezin'A. Donn Kesseiheim, ProfessorUniversity of Massachusetts

The Earlham College ProgramRichard RodgersProfessor of MathematicsEarlham College

The Princeton Blairstown Outdoor CenterJohn DanielsonAsst. Dean of Student AffairsPrinceton University

Toward the Measurement of Affective EducationPaul HarmonManagement and Educational Consultant to Outward BoundSal Francisco, California

Financing Modified Outwart Sound ProgramsKeith V. KingP-ofessor of Physical Education: Operation LIVEKeene State College

Conference Business Session

Appendix I - The Conference Program, Schedule

Appendix II - List of Consultants

Appendix III - List of Conferees

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ForewordDuring the past decade the ground swell of

interest in adventurous pursuits for groups outdoors, pioneered largely by Outward Bound. hay;kept its early promise of a growing influencesociety The Outward Bound model has sprei'

_:kly into many of the nation's more respectedinstitutions of higher learning adding where itwent a meaningful personal dimension to an in-stitution of education which has been criticizedoften as a depersonalizing learning factory

Until recently the movement toward thehumanization of education through group out-door pursuits was an amorphous thing, if indeedit is not sti I

Now, hi,wever it is hoped that collegesdesiring to i inovaie in the direction of outdoorexperiential rii.ication can confer with others ofmore expert _rice in such program developmentthrough the continued effort of an associationestabl:shed 'or this purpose at the First NorthAmerican Con',41.4-.?nce on Outefoor Pursuits inHighet Education The national network of Out-ward Bound with its spirit of outreach offered

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gratis for the conference its invaluable con-sultation as it has done with individual collegesin the past.

The conference which was proposed as anational conference was officially convened aNorth-American conference since the interestand representation from Canada greatly stretchedthe geographic boundaries oiiginally assumed.In all. 135 delegates registered for the con-fe,ence representing forty colleges and univer-SII1PS from the United States and Canada.

Sever*al factors prevented the publication oftie complete text of all presentations at the con-fer*nce Among other things, the number ofspeakers would have made the document toovoluminous for the bank account cf a new andtenuous association These proceedings containthe major addresses and papers presented at theconference with a small and condensed sam-pling of presentations from individual ccllegeprograms

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Keener SmothersConference Dimctor

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An photographs are of Outward Bound activities courtesy the North Carolina Outward Bou

(WO()School. =opt as. noted.

Keynote Ada reel

"The Value of Experience"Henry W. Taft. President of Outward Bound.Inc, with National Headquarters at Greenwich,Connecticut

According to the Book of Daniel, Nebuchad-nezzar made an image of gold and set 4t up in theplain near Babylon. He Wen gathered together all theprinces, governors. captains. judges, treasurers,counsellors, sheriffs, and rulers of the provinces. Anda herald cried aloud. "To you it is commanded. 0people. nations, and languages, that at what time yehear the sound of the cornet, flute, harp, sackbut.psaltery, dulcimer, and all kinds of music. ye fall downand worship the golden image."

Now you will recall that Shadrach. Meshach. andAbednego refused to do so, and were cast into thefiery furnace. which was seven times hotter thanusual. You may also recall that the soldiers who didthe casting got burned up themselves, while ourheroes emerged unscathed.

That was an experience. While the Bible doesn'tmention what happened to Shadrach, Meshach, andAbednego afterwards. I venture to say they learned alot. felt pretty good about the whole thing, and formedrather a close bond.

Now I'm not suggesting quite so dramatic an ap-proach. but I am recommending the ...Ise of experiencein education.

When you are a minnow, swimming in a drift ofminnows. when you are a member of Hitler's youthbund, or when your adrenalin carries you along aspart of a stoning mob, there is a wonderful feeling ofassurance. of belonging. of being a card-carryingmember of something larger than yourself.

But most of us in this country, and this age. arenot so lucky. For reasons of history and perhaps evenof choice, we find ourselves exposed as individualscut out from the flock. and desperately alone.

For most of us, happinessreal happinessrequires a feeling of self-esteem. We need to feelcomfortable in our own skins. And from this bed-rockof self-esteem flows the self-confidence we need tosurvive and enjoy an increasingly difficult world.

At a time when misunderstanding carries anatomic price-tag, when an oil valve four thousandmiles away shuts off your livelihood, when the ex-panding wave has suddenly bounced back from thefrontiers. where is the individual to find that self-confidence?

Everything in our present lives conspires to makeit difficult to achieve. Since America with its limitlessfrontiers was founded, we have prized individuality asnever before in the history of the world. The pioneerethicrand on your own two feetcarve out yourown domain in the forestlive by your gun and your

wits. It worked, and we became a nation of rugged in-dividualists.

But now the rules seem to be different. Most ofthe frontier is gone, family ties have severelyweakened, institutions which used to protect in-dividuals have crackled and gone up in smoke. Therewards of being a rugged individual are decliningLast, and the threats to se!f-confidence are mounting,The primary villain is change.

Tennyson said 1 a hundred years ago: "Is thereany peace in ever climbing up the climbing wave?",and chose the land where it is always afternoon. Tof-tier warns that "the future is coming faster all thetime."and the land of the Lotus-Eaters seems tohave sunk beneath the waves, or become a suburb.The most frightening thing is the change in the rate ofchange. As the population doubles in ever shorterspans of time, do you wonder what your grand-children's lives will be like, as they are thrown dizzilyup the vertical arm of that exponential curve? Andwith population, everything elsebooks, ideas, jobs,houses, fads. TV shows, experiencesall comingfaster and faster. Change, more change, fasterchange.

And what is the impact of change? Even thesmallest amount is disturbing. Back in 1936 Eric Hof-fer, the longshoreman philosopher, was picking peas.For six months he followed the crop north as itripened. In June he found himself in Lake County,where for the first time he was going to pick stringbeans. "And I still remember," he said, "how hesitantI was that first morning as I was about to addressmyself to the string bean vines Would I be able topick string beans? Even the change from peas tostring beans had in it elements of fear."

He goes on to say that "in the case of drasticchange the uneasiness is of course deeper and morelasting. We can never be really prepared for thatwhich is wholly flew. We have to adjust ourselves, andevery radical adjustment is a crisis in self-esteem: weundergo a test, we have to prove ourselves, It needsinordinate self-confidence to face drastic changewithout inner trembling,"

"The simple fact that we can never be fit andready for that which is wholly new has some peculiarresults. It means that a population undergoing drasticchange is a population of misfits."

Changeand vicarious living. Thirty years ago E.M. Forster wrote a science-fiction story whichfrightened me then and frightens me more now. In"The Machine Stops," the human race lives un-derground in millions of separate cubicisis, com-municating electronically, but never touching, nur-tured and nursed by computer, seeing shadows butnever reality. A philosopher exclaims, "Beware of fir-sthand ideas! Firsthand ideas do not really exist. Theyare but the physical impressions produced by loveand fear, and on this gross foundation who coulderect a philosophy? Let your ideas be secondhand,and if possible tenthhand, for then they will be far

removed from the disturbing elementdirect ob-servation." Does that sound disturbingly familiar? Hecould almost have been speaking of Televisionthegreat Substitute for Life.

Vicarious livingand isolation, In those dayswhen everyone lived tar apart and prized theirisolation, those were the days, too, of barn-raisingsand goo neighbors. Today 70% of the population isurbanized and being an urban dweller requires thegrowth of a protective shell. It !s a truism thatnowhere are people more isolated than crammedtogether in the city Lock your doors: don't lookpeople in the eye: don't get involved Survivaldemands it.

Isolation, and no responsibility. For many, af-fluence removes the need for a lob, and child laborlaws eliminate the possibility, It's hard for a youngperson to work before he is 18 or find a position ofreal responsibility until he is 25 (about the age ofAlexander when he defeated Persia), Because we asa society have striven towards the goal of leisure forgenerations, we fail to see the disastrous impact,

And sochange cascading upon change, livingvicariously, without risk or responsibility, spectator in-stead of pertormer, today's youth is all flesh and nobones, He has no way of proving himself except in-tellectually in school If nobody needs you, what isyour worth?

Still sadder, having no confidence in himself, howcan h* open up to others? How can he reach out, un-til his own weakness is covered?

And yet---what's your impression of young peopletoday? You. wto have had an opportunity to see pastthe long hair and the blue jeans and the pot and theliving togetherwhat do you think of them? I claimno credentials as an economist, a politician, a lawyeror psychologist, but I do have some special insightsinto the quality and caliber of the young because Isee them under great pressure, in discomfort andfear, away from home, in the raw, and tested to theirmarrows

Those adults who still think of them as hippiesand revolutionaries, as spoiled softies. had betterire- hen up their views, As I'm sure you know, today'syoung people are great--given the challenge, andthe responsibility, they measure up to our fondesthopes. In my view, they come out a step ahead of thepresent generation, in terms of ability Lo love, com-passion. integrity, and courageft we give them achance to be tested. In an this current mess left overfrom Vietnam. Watergate, and the Middle East. themost encouraging thing I see is the character of ouryoung peopleif lee help it to develop.

That's what were talking about at this meeting,

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People Need Real Living

Do you remember when you were a child andyour mother told you not to play with matchesbecause they would burn you? And as soon as shewas out of the room, you snuck the matchbox,andow, she was right.

What you learn intellectually lies in shallow poolsamong the wrinkles of your brain. What you learnthrough skin ou experience sinks deep into yourroots. ling," said Samuel Johnson "concentratesa man's ,eind so wonderfully as the prospect of beinghung." And the modern equivalent is that rock-facewhich must be climbed. It is inescapably real. Theperson at the other end of the safety rope does haveyour life in his hands, and you have no way to go butup, and you concentrate in every fibre, You are alive!

People need real livingwith it comes personalgrowth and self-contidenca. As Hoffer puts it, "Thingsare different when people subjected to drasticchange find only meager opportunities for action orwhen they cannot, or are not allowed to. attain self-confidence and self-esteem by individual pursuits. Inthis case, the hunger for confidence, for wt rth, andfor balance directs itself towards the attainment ofsubstitutes. The substitute for a',elf-confidence is faith.the substitute for self-esteem is pride: and thesubstitute for individual balance is fusion with othersinto a compact group. It needs no underlining thatthis reaching out for substitutes means trouble..,."

AHenry Taft. Jr.

Potata Outward Sound, Inc.

The Changing Role of Education

Now what is the role of education') Ever sincethose medieval young Italians hired learned men toteach them about the world and loundecl the Univer-sity of Sienna, the prune concerns of education havebeen for reason, system, logic intellect. and, aboveall. knowledge

But no something fundamental seems to havechanged Rozak says that 'knowledge' has come tomean nothing more than accumulating verifiablepropositions, and the question 'how shall we knowmust be subordinated to the more vital question. "howshall we

To ask this question. he says. "is to insist thatthe primary purpose of human existence is not todevise ways of piling lip ever greater heaps ofknowledge but to discover ways to live from day today that integrate the whole of our nature by way ofyielding nobility of conduct. honest fellowship, andby

The process of traditional education ignores fear,love self-esteem. character. humanity, compassion,anger Arent those the realm of home and church andcouch"? The answer IS that perhaps they used to be.but they aren't any more

What has changed'? In a provocative speech,James Coleman puts his finger on the problemThrough all the history of education. he points out.people's lives were rich in experience. and poor in in-formation You can see immediately what he meansHome life contained all the elements of realexistenceresponsibility at an early age forsomething that really matteredthe cows. for exam-ple, or the horses Close acquaintance with therealities of death of aickens in the backyard, or ofa younger sister with meningitis. There was wood tobe chopped and water pumped. and a very obviousrelationship between work and the dining room table.Experience was there in the home.

But very little information about the world beyondthe horizon The Bible. and perhaps one or two books,and the Sears Roebuck catalog. All the knowledgeand the grist for the mental mill came from school.Here was the accumulated treasure of the classics.the mysterious logic of arithmetic, strange marvels ofthe natural world. geogaphy, and the realization thatman can accomplish anything if he tries.

Today the schools and colleges are still teachingthese things -knowledgeor. as James put it. "thefatal futility of Fact.- But everything else haschanged

Now home life is information-rich, to overflowingin fact, and experience-poor.

The difference of course sterns from the massmedia, and particularly TV. Where s...loois u,.ed to bethe only opening to the world, now life is much richeroutside of school. The information a young person

learns in class is less varied, staler, and far dullerthan the material fed to him daily in his own house

It s time for education to reconsider its role ofproviding knowledge in classrooms, because perhapsthat can be done better somewhere else It's time forschools to concentrate on training children how tolearn, how to use the flood of knowledge they receivein their daily lives. And its time for education to startproviding some of the experience which is missingfrom most young lives

The history of education in this country parallelsthe history of bread It started out rough. wholesome,relevant to daily lite. and brown in color like a woodendesk

Over the years education has becomeincreasingly smooth, white, artificial. packaged, andirrelevant to daily life.

Remember that there is nothing pre-ordained inthe survival of America's biggest industry as we knowit We have laws, traditions, and institutions, yes. Butif these structures fail to serve our needs as per-ceived by coming generations, they will have toevolve or simply disappear.

If they intend to provide the education that isneeded, rather than what has always been provided inthe past. schools must change.

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Experiential Education

There are encouraging signs the schoolstoday of the powerful tool of experiential educationrole - playing in the study of literature. the Moog syn-thesi7er in music, computer games. I ve even teamedabout an experiential Latin courseaad if you canSucceed with that you can succeed with anything. Allof these attract the student because they involve him:he perceives them as real; he becomes a part ofthem; he participates

How does experiential education work'? Let metell you some stones. One of my favorites is about agroup of thirty teachers at an OUTWARD BOUNDpracticum. "Today.- said their instructor, "let's tryliving in a tree for 24 hours.- -A tree?hmmm. wellOK. let's try it." So they walked out in the woods andfound two nice big trees with lots of branches, closetogether. Then he divided the teachers into twounequal groups--ten in one group and twenty in theother, and assigned a tree to each group,

They had all sorts of equipment--you '- now, thekinds of things you would want if you were going tolive in a tree for a day--ropes. pulleys. blankets, and acoffee pot. Well, of course, the small group got upinto their tree fastei. and arranged their perches,each with almost a branch to himself. and startedbrewing coffee with a feeling of smug satisfaction,plus a few snide remarks to the other group of twenty,which was still struggling to get settled in their tree.They had a lot less room, and they had to help oneanother- - hang on to each other to make sure no onefell out. But eventually they got the coffee pot goingtoo.

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By ti,en it was about lunchtime and the instructorlaid out the makings for fifteen lunches under eachtree. Fifteen under each Emissaries were sent downto get lunch. and the group of ten was soon living itup with their fifteen lunches. The larger group, ofcourse, didn I have enough to go around and had tofigure out a way to share, and who liked ham betterand who liked potato salad,

Pretty soon. one of the small group (now that hewas well fed) started to feel a bit guilty, and yelledover to the otner tree, "Hey! You guys want some ofour leftovers ?"

Well, that did it The group of twenty cametogether like butter in the sun. "No way.- they yelled."Keep your damned leftovers. We're doing fine." Andturned their backs. So it went for the rest of the day,One group of aave-nots sharing meager rations, sup-porting each other in the tree, and telling those rich,patrone.-ng s.o.b's to keep their charitywhile in theneightnring tree the elite en;oyed comfort, security. ahigt, standard of living and twinges of conscience.

At the debriefing next day, there was still con-siderat)le rancor between the two groups, eventhough everyone understood. rationally, that it waslust an experiment. Experientially, something hadhappened to them that their intellects could not ex-

awa,It was elso clear to the students that their trees

had represereed microworlds, requiring miniature ver-sions of basic. human systems: food gathering andpreparation. protection waste elimination, and soforth.

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Another little incident happened to me last Aprilout West I was with a group of executives running aAdd and beautiful river in little rubber rafts four mento a boat You probably know how it goes watchingfor sleepers waiting just under the surface to rip you.picking your way through a tumble of rocks, avoidingthat roaring hold -giving orders to paddle right or"paddle left or "my God paddle back hard

We took turns being skipper and the second daythe head of a large company which shall be namelesstook his turn Well I don t know He was either amasochist or a sadist or blind We hit every availablerock and fell into every pit After the first hour. wedall been thrown into the river once, and I made it asecond lime I might mention that the water is tamerchilly in April

So the three of es crew held a caucus in the sternand deposed the skipper I suspect that's the first timein years anyone said no to that man and that it was

useful experience for himThose are adult stories At OUTWARD BOUND

'the years are tall of stories of young students whoachieved extraordinary things inner-city kids whoovercame their fear of stars and bears. and nosidewalk.z who climbed peaks they barely dreamedexisted weeks before Young men and women who.step by step overcame more difficult obstacles untilthey realized that they could indeed accomplish theseemingly impossible The building of self-confidence as one student put it. "We are betterthan we know If we can be made to see it. perhapsfor thin rest we ;ili be unwilling to settlefor less

Some of the more heartwarming stories comefrom courses where students and teachers are mixedin together I remember one about a student who wasnot a very bright boy. and his teacher who was par-ticularly frustrated by that boy The boy didn't thinkmuch of the teacher either They had lust finished arun through the woods and the first runners werelumping off a high stone bridge into the stream Theteacher froze and coulan t bring himself to do it Theboy ,emped then climbed back on the bridge lookedthe teacher in the eye put his hand on his shoulder_and said Come on Ralph. you can do it The boyhad never called h.m by his first name before. nevertouched him never looked him in the eye Theteacher lumped

Do I have to tell you that the relationship betweenthose two took a dramatic change, That com-munication started')

What do you as teachers even at the collegelevel have to lose if students find out that you haveaka names get blisters fall down. are afraid. in short

t).01..)it-?') Perhaps it teacher and students are in-volved together in an experience instead of alwaysas giver Of all wicdom and receiver the learningpror.0,-.s f fplid become more a cooperative processthan a (

Now listen to Professor David Elwell of thePhysics (Department at Wooster, who took an OUT-WARD BOUND course in Minnesota last summer

"What then is the value of the Minnesota OBS ex-perience. and should such an experience be part of alib.'ral arts education/ The exhilaraton of personalsuccess in tasks that had previously seemee im-possible. and the warmth of close relationshipsamong individuals when they arc working togetheruncle( stress is clearly a 'mountain -top experience,an up scene. for the person who has gone throughGood feelings. however. are not enough After suchan experience the real world. with its frustrations.vaguely defined problems. can be quite a letdown,and playing at frontiersman may amply become a wayof escaping from reality

"Perhaps this is true but my personal respclisemust be that the mud of a swamp is very real and veryfrustrating. and that one goal of a liberal education isto teach people to respond humanely to frustrating.dirty. everyday problems. If wilderness training canhelp in accomplishing this and can help in producingcitizens who re Illy try to come to grips with the worldaround themselves. then such a program may have avalid place at the College of Wooster

Let's look at the characteristics of experientialeducation. A deep impact first of all And the resultsare real and immediately visible. If the challenge is totappet down a rock face. no need to wait till examsare corrected to see how you did. You know

Take that fact a step further We now have aprocess of education in which the student is both aparticipant and observer of the learning processThere no longer has to be someone sitting injudgment on him, because he can evaluate his ownprogress. He takes responsibility for his owneducation.

We have a need as educators to define ex-periences which lead to our students' self-knowledge.We are concerned in OUTWARD BOUND with par-ticipation and cooperation in problem-solving anddecision-making as students experience themselvesand their environment

The key element here is experiential or action-oriented activity as a technique to meet these goalsSuch a process can draw on many resources of aschool and cut across many academic disciplines

The student learns from his or her own ex-perience, tests that learning and it it works. is rein-forced as a result of his own observab:e success

As Nickos Kazantzakis {of Zorba fame) said. "Theultimate. most holy form of theory is action."

Meaningful. action-oriented learning experienceshave been shown to generate a high level of studentinterest and commitment. the feeling of participationin me learning process and of immediate and long-term relevance to their lives

Toffler called for learning environments in whichpeople could learn how to adapt. how to cope with

Stress and ambiguity. how to find a sense of innerstability and strength in the midst of acceleratingchange

OUTWARD BOUND provides a simplified en-vironment in which many of the needs Muller hasdefined can be approached, Whether it be an un-familiar environment, a different life style, or a dif-ferent value structure, each time the student bumpsup against something new and unavoidable, helearns. In OUTWARD BOUND a conscious amount ofpressure and stress is applied by the prograr., the en-vironment, the instructors and the other students.

An OUTWARD BOUND course is based on thefundamental assumption that there exists an im-portant series of relationships that need exploration:personality factors within a person, relationships withOthers, relationships with the world around him.These relationships need coostant testing, retestingand definition It is necessary for a person to ex-perience these relationships in order to test themtoconfront and resolve theman abstract study oracademic analysis of them will not Rio

In tomorrow's education, there must be a widevariety of alternative learning approaches: there mustbe learning about the self as welt as the nistorical,social and natural environment around the student.Education will no longer be something which is doneto a student. but must become something over whichthe student exercises a measure of control and to;which he feels some responsibility. There must beroom in the curriculum for the human skills respond-

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ing to others, communicating effectively with them,exercising leadership, reflecting on what one haslearned and developing the tools with which to builda meaningful and personally rewarding life.

What is Experience?

"OUTWARD BOUND is here and now and real,"says Bill Byrd of our Northwest School. "OUTWARDBOUND'S concern is beyond the mere fact of life. Ourconcern is with the quality of life. What lasts from ex-perience is not the enhancement of memory, but theenhancement of being,

Inspiring words. but what is it we are talkingabout? We know where knowledge lives, in the brain,but where is experience?in the liver, the neart?

Clues begin to emergeand so far they are lustclues, but fascinating. Have you been reading aboutthe experiments that Dr. Roger Sperry of Cal Techand others have been conducting on the right and leftlobes of the brain? As Maya Pines writes."Two dif-ferent persons inhabit our heads, residing in the leftand right hemispheres of our brains, the twin shellsthat cover the central brain stem. One of them is ver-bal, analytic, dominant. The other is artistic but mute.and still almost totally mysterious."

"Far from being stupid, the right half-brain ismerely speechless and illiterate. It actually perceives.feels anal thinks in ways all its own, which in somecases may prove superior."

Now here is my hypothesis completelyspeculative and unprovenlet's call it the Right Lobeof Experience Theory. It suggests that experientialeducation is of a different nature from verbaled.leationthat it is. in fact, registered in a separatepart of the brain.

This would explain, perhaps. why it feels different.why it seems to have a much deeper and more lastingffect on people. and a more personal effect Ex-

p,;riential education seems to be dealing with yourbeing. rather than your intellect.

If the Right Lobe of Experience Theory has anyvalidity, our educational system, (and particularlycolleges). literally educates only half the man.

When you look into the mirror tonight, rememberthere are two different people looking back at you.And think about whether you should not be educatingthe whole man.

Outdoors

We've been talking about experierftialeducation, but outdoor experiential education in par-ticular. Why outdoors? It behooves US as educators toexplain why we are taking people out into the wilder-- nes& Remember that at is a two-edged sword becausethe wilderness can also be a place to drop out.

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Experiential education works better outdoors. Thewilderness simplifies issues. It removes a lot of ex-traneou s concerns from people's minas, and bringsthem down to basics. It focuses.

Encounter groups use the same principle of ap-plying stress to achieve confrontations and catharsis,but the stress is so much more artificial. Outdoors, thestress is provided oy the environment. by thechallenge of climbing, or the excitement of whitewater. It is uncontrived. and therefore more easily per-ceived as real.

Furthermore, as you dig down through themacadam to tie earth, you will suddenly be remindedthat most of the world is outdoors. Not only most ofthe physical space, but most of the plants, animals,bacteria. and living creatures of all, kinds are out-doors. Perhaps our education would provide betterperspective to this self-centered human species. ifsome of it were outdoors too.

Summary

In summary. I have tried to emphasize that thereis more than one kind of education, and to suggestthat experiential education is Just as important as in-tellectual education.

"The aim of education. said Kurt Hahn. "is to im-pel young people into value-forming experience.-

With the rapid change. vicarious living_ andisolation of today's society. young people need ac-tion. responsioility. and physical challenge more thanthey need information.

Colleges exist to serve society. If society haschanged as much as it appeals. colleges must alsochange if they are to remain useful and important in-stitutions

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Here is what this Conference should do for you.You will. I hope, confirm the feeling that experientialeducation nas something important to offer yourstudents And you will learn how to go about startinga program of experiential education at your college.

When you are ready to do that, OUTWARD6LJUND will be glad to help, to the limit of its modestresources Appalachian State, Dartmouth, Universityof Massachusetts, Eariham College. University ofColorado. Prescott, Mankato. Keene State. the GreatLakes College Association, and others should also beable to provide advice or assistance.

Secondly, we hope that you will help to make out-door experiential education more respecte)le in theacademic community, addressing the issue directly interms of educational value.

Thirdly. we hope that more colleges will offercredit in the future for OUTWARD BOUND courses,and allow students time away from campus for thissort of experience.

Finally, I would hope that some sort of nationalorganization on outdoor experiential education at thecollege level may evolve from this trailblazingmeeting.

You are in unexplored territory. and about to heimpelled into experience. Good luck.

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A Janus Report

A Review of Some Problems, Trends,Origins and Possibilities Within OutwardBound, other Outdoor Pursuits and Post-Secondary Education

Robert J. Pieh,Professor on the Faculty of Education,Queen's University,Kingston, Ontario, Canada

The shore whispers to the sea:Write to me what thy waves struggle to say!

The sea writes in lOam again and again,And wipes oil all the lines in a boisterous despair.-

Janus

Janus was a major figure in early Romanmythology. He was invoked to assure good begin-nings and good endings. He controlled all traffic.gates. doorsin essence. all movements. Janus hadtwo faces. one young. the other old. Because of hisexpanded antenna, he regarded the present as morethan a point of contact between the past and thefuture. Janus's present had both magnitude and depthbecause he viewed it as the sum total of the wealthand pain of the past as well as the seeds of a never-ending future. The present then becomes all im-portant and all inclusive. This was Janus's approachto time.

Other Views of Time

There are other ways to view time. One isctfronological time used for scheduling andfacilitating other social coro,,eniences. Another kind ispsychological timethe private time that we createfor ourselves. It is usually dominated by memory, andwe cling to it passionately. This time becomes thecontent that we put into chronological time when wecreate happiness and unhappiness, drive ourselves,reminisce. dream about the future. Psychological timecan limit and destroy our present. Because memorythe content of factual or chronological time, it thusdetermines the nature of psychologicai time andholds control over the future, as we impose staticimages upon ourselves and our experiences. Janusremained open to experience and renewal.

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The Need

Today human possibility seems both hopelesslyconstricted and unimaginably open. The Americansocial and political fabric is badly torn. Modern formsof political dominas.,..in, both subtle and brutal,demand that we reexamine our ideas about com-munity. There are few if any answers for disturbednations in a disturbed world where sc;ence and in-dustry and business continue to push technologicalchange as man gropes desperately for aphilosophical framework within which he can relatehimself to his world. In their increased leisure mostpersons search for distraction and become bored,tired and deeply stirred by nothing. Spiritual andmoral values today have virtually collapsed. Systemsand ideas appear to have become more importantthan man. Man likes to cling to beliefs, ideologies andinstitutions. Crises arise when these stabilizers arecut. Today's crises appear unprecedented anddemand unprecedented action.

Focusing

If one sees society as an enlarged picture ofthe relationship between one man and another. (and Ido), it is there one must start, The gnawing confusionand the frustrating powerlessness that some men feelwithin themselves, in their relationship with otherpeople and other aspects of their environment arelike the difficulties which face nations as they attemptto deal with one another.

Man searches for something to hang on to,something with which to identify in a world where hisfooting is never too sure. His walking stick changesfrom time to time.

Barriers Which Limit the Capacity forExperience

There are many walking stick changes in post-secondary education. In an effort to consciouslyestablish i+ity, visibility and validity it is easy tobecome repeaters of words and creeds whosethoughts and actions are too often based largely onimitation and pattern. Attachment is inflating,pleasurable, provides security and perhaps some sen-sations of challenge. These are, however, only sen-sations and they are powerfut. The habit of at-tachment is habit forming and limiting because weare conditioned by the labels with which ... describeourselves, others and things. TWs conditioningprevents us from having experiences that are freshand unconditioned. Experiential education strives tohelp individuals and groups to naturally or simply,

directly and openly experience themselves. others,and other aspects of their environments. If ex-periential education contributions to all levels ofeducation are to continue to be healthy, it isnecessary, I believe, that all walking sticks developedbe products of conscious-self help. not crutchesbased on words and mere imitations.

So we label for the sake of continuity and securityand control and construct a screen through which welook at ourselves, others and other aspects of en-vironment We seek words of authority when we areconfused We can then dispose of someone orsomething.

Sucn limiting of the capacity for experienceseparates the subjective from the objective. the ac-tual from the ideal self. and the possibilities of feelingwhole. unified and all of one piece are lost.

Synthesis NOT Separation AND theNeed for Integrity

Yet we have all known moments of synthesis orintegration between these sets of antitheses wherethe object and the subject no longer existmomentsof great joy or love or intense challenge or ex-citement or aesthetic experience. When we do notlabel. we must deal with experience directly.

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Then. experience becomes more unitive. There ismore awareness within our entire being. We are morereceptive and perceptive because we do not presup-pose. This liberation is not static. It precipitatespotentials toward actuality. Relationships becomepossible. and we can discuss ourselves. What appearto be opposites are understood and reconciled. Thereis the deep spontaneous joy of discovering that bothhands straining in a perennial tug of war are yourown. Integration can then result.

Man's most urgent need is integrity, to becomecapable of continuous personal integration.Somewhere man has to discover how to becomehuman. To exist is not to be truly alive. Just to be aliveis not to be truly human. One must find integrity in away suited to his wholeness. Here each has his ownlanguage. Outdoor pursuits are not every person's an-swer. Each person. each group must construct itsown walking sticks.

Integrative Possibilities inExperiential Education forPost-Secondary Education

Experiential education provides, I believe. theintegrative. synthesizing walking stick which alllevels of education need, particularly on the currentpost-secondary education scene. A cacophony ofchange attempts has created new problems.

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Egalitarianism. pluralism, consumer or student orien-ted programming. independent study projects. foreignand work-study programs, community service. ex-ternal degrees, invisible campuses and expandingstudent participation in governance are notsignif;cantly affecting the lack of motivation. higr andincreasing rates of attrition and severe admissionproblems. Something which provides a common basefor integration and community development appealslacking. Experiential education. when well articulatedwith the whole of education programs andcooperatively maintained can facilitate that develop-ment.

Some post-secondary education institutions arenow accommodating systems to studentsa kind ofeducational pluralism which is no longer pre-packaged but adapts to the learner and then becomesthe primary variable and ,flexible element incurriculum development. There is progress towardmore open and diverse systems of post-secondaryeducation. These systems involve a variety of ex-periential components in many aspects of thecurriculum. Some post-secondary education in-stitutions are concerned about the "pursuit of ex-cellence" and take positions on the side of the elitisttradition. The real issue, as I see it, in an increasinglyegalitarian society is not loss of excellence but theneed to develop multiple standards of excellencewhich are adjusted to individual differences. There islittle evidence to suggest that logic. complete detach-ment and neutrality are basic to fully understandingand participating in one's world and its problems. Thecontagion of passionate personal desires andaspirations and a pragmatic search for methodswhich promise full freedom from bias andpresuppositions need to be stimulated. not avoided.The development of knowledge is important. In-formation. howaver. facilitates intellectual un-derstanding. It does not produce it. Thinking aboutsomething and being unable to experience the truthof it is like carrying an unlit lantern in a dark room.One can experience the reality of what he is and canbe in only one wayby putting himself to the test.Nothing will light the flame in one's lantern but thewind of one's going.

Refocus on Needs and a Review ofPossibilities

Personality and other human needs such as theability to recognize the moral consequences of ac-tions, the nourishment of sensibility and the per-ception of mat's inescapable dependence on manneed nourishment. Most components of post-secondary curriculums can accelerate and deepenlearning by adding integrable experientialpossibilities. The authority of the college and theuniversity for the rest of this century may well depend

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upon the concern for humanity among its teachers.particularly if the purpose of education is to maximizethe potential of each person to live a fulfilled. con-structive and renewing life.

Outward Bound and other outdoor pursuits,dynamic though they be. are only parts of the broadspectrum of experiential education. These com-ponents are not automatic in their effect on learning,nor are they the only vehicles to incorporate stressinto experience. They do. as others in this conferencehave emphasized, involve bodily activity in a sim-plified environment where consequences can be lessescapable and may thus heighten learningpossibilities.

Now for a quick, hard and caring look at outdoorpursuit principles as they are expressed in OutwardBound ideology anu mythology.

Outward Bound ideology andMythology

Kurt Hahn said. -Outward Bound is like Ar-,Thilles' sword. It heals as it cuts.- This dual. con-trasting function is not an automatic one. The swordis indeed powerful, and it has several edges.

The Outward Bound ideology is compelling. per-suasive and facilitating. It can also be destructive andobstructive. It can cut deeply and not heal Thephilosophy and the articulation of ends and meansmust be understood beyond cliches. Otherwise.imitation. gimmickry and labels or crutches. notwalking sticks, take over. When understandingvanishes in euphoria, any form of experiential learn-ing becomes impossible because we limit ourcapacity for experience and for transfer.

Expectations are often heightened and becomeunfulfilled. The graduality of change may not be em-phasized. and small. less dramatic aspects of changeare not recognized and valued.

Outward Bound does not automatically work. Ef-fective self-confrontation requires preparation.guidance and follow-up. This emphasis does notmean Outward Bound staff should become over-analytical, over-diagnostic or "psychologize.- Thenverbal concepts and abstractions are substituted forexperience, and introspection can lead to immobilityor self and social deceptions. Outward Bound staffwho can not both theoretically and practically com-municate the articulation of Outward Bound's basicends and means are frequently regarded as arrogant,elitist and as pancreas pushers. Intellectual valuesand possibilities often appear negated or denied. In-tellectual understanding is one thing, and emotionalunderstanding is another. Both are desirable andnecessary. Hahn believed strongly in Heraclitut's"contrarities" or the "hidden harmony" of opposites.

Outward Bound programming has somenecessary unformity, but expectations and challenges

can be quickly and easily adapted and modified. Awide range of individual responses should be ac-ceptahle Individual experiences should take place.Undesirable uniformities -,an be compelled even bycostume when other aspects of staff influence in-dicate that their costumes ti e nudity) are in essencepolitical statements Destructive possibilities impelledby the Outward Bound mythology can be avoided.

Outward Bound's Principles,Problems and Possibilities

(1) Encouraging Personal GrowthThis is the basic or keystone principle. The other prin-ciples are vehicles toward personal growth. Activitiesor program components are not ends in themselves.Therefore activity experiences are not intrinsically orautomatically education. How can a rock climbing ex-perience become educational and becomegeneralized and sustained after Outward Bound? Canovercoming a physic& obstacle become a

penetrating analogy for overcoming a psychologicalobstacle. 0:...:vvard Bound hopes to help participantsrecover. develop and maintain a sense of wholenessor a sense of being adequate. harmonious. aware andbeing able to implement awareness in terms of whatone is doing. Such personality changes and growthcan recur if:a. The changes of environment have less growth

inhibiting influences.b New models are available for identifications which

influence students toward new modes of being oftheir choice

c New learnings are possible. Specific skills can beacquired. and coping mechanisms can bestrengthened.

d. New insights produce realization of shortcomingsc-nd their origins, and there is a conscious strivingto change.

e. The crisisregressionreintegration cycle is suc-cessful because of a crisis. A person comesapart at the seams and, as he struggles to survive.finds a new reintegration of self.One cannot judge another person for no one

knows the resources of a particular person in a par-ticular situationwhat for him is psychologicalnecessity and where he has some real choice. Thediscovery of one's personal direction comes not in themeeting of man with himself but with other men andthe image of possibilities that he acquires throughsuch meeting. We sometimes fail to bring the resour-ces that we find available to us it a Oven momentinto a particular situation that calls us out. It cannotbe assumed that one knows the dictates of the realself. Such a real self is something to be discoveredand created throughout a lifetime, but good begin-nings are needed for this self-creation and renewal.

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(2) Developing interpersonal competence and sen-sitivity or empathy or a capacity for relationships.In Outward Bound interpersonal relationships are of-ten all related to improving task performances. Ex-tensive and intensive interpersonal relationships areoften not encouraged. This lessens the melting potpossibility, Extensive and intensive interpersonalrelationships are necessary to the overall success ofthe Outward Bound experience. Sharing fear, forexample, requires mutual understanding and trust.Stereotyping based on individual technical and taskrelated resources can discourage in-depthknowledgri, acceptance and appreciation of others.How durable is the teamwork developed. for example.in initiative tests? There is little evidence to suu-stantiate claims of transfer.Impressive learning can occur if interpersonalrelationships are encouraged and facilitated. Gaps ininterpersonal relationships can communicate im-portant things. What about feelings such as caring,tenderness. sensitivity: Or appreciation of beauty vs"getting on with the j'olo-? Here the influences of staffsets and preferences are particularly vital and mustbe perceived and challenged.Evaluating individual and collective experience is acooperative task. Yet who, finally, is the judge if theOutward Bound experience is basically internal?Developing a desire to serve others is an OutwardBound principle. This requires confidence in beingable to help others or (readiness) which meansdeveloping certain s..-!rvice skills and acquiring an attitude of service. This attitude does not instantlyemerge, nor will its maintenance immediatelydevelop.(3) Developing the ability to deal with stress, par-ticularly the fear which is evoked.Handling the emotion of fear in a way conducive tolearning is difficult. Confrontation with what is sub-jectively felt as fear is crucial_ Efforts to confront fearcan lead to increased fear. Support and follow-up aresometimes not available when intense and volatileemotions such as fear are generated. Support andfollow-up are needed if the student is to become ableto sustain the education impact of an experience.Determining the degree of danger which iseducationally effective is a critical and difficultjudgment. "Objective" danger and subjectively feltdanger need to be recognized, differentiated andbalanced. Objective danger has a strong impact onstaff who must be able to assess the objectivedangers in a situation and to take into account overallstudent competency levels for dealing with thesituation. Students who do not try, who try and fail, orwho are afraid of failure need help. Familiarity andover-confidence need control.Guilt which has to do with one's actual stance in theworld and the way in which one goes out to relate toothers from that stance exists and is real. Where thereis personal responsibility, there is also the possibilityof real guiltguilt for failing to respond, for respond-

ing inadequately or too late Jr without ones wholeself Such guilt is answerable mostly to that very bondbetween ones self and others through which againand again one discovers the direction in which onecan authenticate one's existence. Real guilt is thebeginning of ethos or responsibility. It takes placebetween person and person and is not neurotic,sterile, self-preoccupied, and it is part of in-terpersonal relationship packaging.(4) Developing a style of functioning which in-cludes both a capacity for persistence (to prevail, notjust endure) and a rhythmic sense of pace.This involves rhythm,cally pacing one's self on alllevels and in all situations. living efficiently andeconomically, relying on one's natural resources andblending play, release, exploration, contemplationand reflection with actionall necessary coun-terparts to the emphasis on pacingef-ficiencyeconomy. Fatigue can result in staleness,unproductivity, accidents(5) Developing a spiritual attitudeThis involves recognizing that an Outward Bound ex-perience can be spiritually illuminating and valuesworship as a force which goes beyond time and placeand permeates all of a person's existence.Finally, Sam Hillel long ago emphasized man'sdilemma when he said.

"If I um not forwho' then is fOr me!

{man's intrapersonal response-ability)

Nut if I ton (or my%ell alone.what an; I?

(Man's interpersonal response-ability)

And if not now, hert:'(here and nowenvironmental awareness andresponse-ability)

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A Rationale for Outdoor Activityas Experiential Education:The Reason for Freezin'

A. Donn KesselheimProfi,ssorSchool of EducationUniversity of MassachusettsAmherst, Massachusetts

"Luther. you've got to put more of your weighton your legs, They're much stronger than your arms!"The instructor was talking to a fiftyish minister whowas peering out from under a slightly too large climb-ing helmet at an over-hanging ledge directly abo,/ehim. The climber was about three-fourths of the wayup a granite face, located in an abandoned quarry onan island in Penobscot Bay. He had reached a pointof impasse, and was clinging grimly to two handholdslocated just far enough apart so that he had to strainto reach them. Finally, after about fifteen minutes andtwo exhausting falls onto the belay rope. he was ableto scramble around the obstacle. Shortly thereafter,gasping but triumphant, he pulled himself over the topof the climb.

At that point, the minister. who was participatingin an Outward Bound course, thought of the incidentsimply as a grueling but exhilarating physical ex-perience. A few days later, however. while spending aperiod of time by himself during "sk:.10.- he had an op-portunity to think again about his Morning on theRock. Suddenly, he had a sense that life backhome bore some resemblance to the climbing ex-perience. He realized that. time and again. he hadgotten himself into difficult situations. from whichthere were at best only two ways out. Either he would

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admit failure and back away talhough occasionallyeven admission of defeat provided no resolution). orhe would muscle his way ahead at the cost of super-human effort. By itself, this flash of insight into arecurring pattern cl behavior did not provide aremedy. But. if remediation is dependent upon un-derstanding, the mii-ster's heightened awareness ofone of the dynamics in his own life is an increment ofgrowth of fundamental significance.

The paper which follows represents a summaryaccount of an effort to think through a systematicrationale for such a learning mode. By and large, itdeals with outdoor education in terms of "what is."rather than in terms of "what might be" or "whatshould be.' What I wish to describe with some carehere presents that which is current practice already ina good many places. It is not contingent upon somefurther developments which have yet to happen.

At the same time, I do not mean to suggest thatthe rationale offered here is necessarily the onlyrationale or the best rationale. Clearly, there are otherapproaches to outdoor learning successfully beingcarried out, with different outcomes sought and dif-fering iztionales applied. I have made no com-parisons in my own mind as I have prepared to writethis paper. and I mean to suggest none.

Outdoor Learning

Using the above comments as a preliminarystatement. let me begin to sharpen the focus and setsome limits to the task at hand. When I use the term"outdoor learning." I refer to a large set of activitieswhich have certain characteristics in comma. Whatare these characteristics?

The common elements in the type of experiencewish to discuss are

(a) environmental contrast:tb) physical activity:Ic) the intentional use of stress:(d) a small group context: and(e) the employment of newly acquired knowledge

and skills.

These elements require some explanation:Environmental contrast-

Typically such contrast is obtained by shiftingparticipants to a wilderness setting. on the assump-tion that such an environment presents a sharpchange for most people (Some experimentation hasalso been carried on in an inner-city setting, withmixed resultsPhysical activity-

The activities used tend to be complex and to ex-tend over period of t!me Examples areti i 1.1.4 1.',,01.11 rtir k -,11rrthing And rafting

Stress-it is assumed that stress usea in a controlled

manner can have a high utility value for educationalpurposes. It is important, of course. that exactingsafety standards be obse ved. It is also important thatthe stress be an intrinsic part of the situation, ratherthan appearing to be contrived or synthetic. Stressresulting from being out in rough weather is an exam-ple of stress of the right kind.Small group context-

Success for the experience is defined in terms ofthe individual. A task is not completed until everymember of the group has contributed to its com-pletion. A person does not "make it" in a solo effort,but rather as a contributor to a team. The aim is tostress collaboration rather than competition. Theassumption is that most of us are already wellschooled in the virtues of competitive effort, but thatwe are relatively unskilled in cooperation and unin-formed about interdependence.New knowledge and skills-

The factor which is underscored here is newness.The optimum case would be to place the group in asituation wholly unfamiliar to all of its members (e.g.,landlubbers in a pulling boat), and requiring skillsand information not readily at hand.

What I have described above as elements com-mon to outdoor learning, in fact are at the same timethe means used toward the achievement of ends asyet unnamed. It is these themes which, when woventogether, account for the impact of an Outward Boundexperience upon the course participants. To un-derstand how this may be true. however. also requiresan awareness of the purposes to be served. Hence, abrief discussion of these purposes follows.

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To What Ends?

The goals I choose to emphasize as outcomes-hoped-for from outdoor learning tend to be abstractrather than concrete; subtle and complex rather thandirect and uncomplicated: and rather more orientedtoward future growth than immediate change. As Ihave listed them here, they tend also to shade fromthe general to the more-or-less specific. Be notmisled by their intangible quality, however, They areof fundamental importance.

Most basic of all the purposes included here isthat of enhancing self-concept. So central is thisneed that I would include it among the three of fourmost vital aims of all education. In their poignant newbook about the North Carolina Outward BoundSchool. To Know by Experience, Dan and DianeMeyer state that "perhaps the most important deter-minant of a person's future is self- concept." Clearly ithas a lot to do with the present as well.

Self-esteem derives, of course, from un-derstanding of self. Consequently. self-knowledgebecomes for me the most general aim sought throughoutdoor learning. To the extent that the effort is suc-cessful. one acquires insight into both weaknessesand strengths, Because awareness of strengths con-tributes directly to a positive self-concept. I havebecome convinced that time spent in building uponone's strengths is used to far greater effect than timespent in trying to remedy weakness. (I do not mean tosuggest that one should wholly ignore areas ofweakness. However, it is an unavoidable aspect ofhuman nature to worry about defects, even when onetries not to do so. Once they have been identified,there is little danger that one's faults will escape at-tention.) Exercising the positive aspects of one's per-sonality is inherently a far more efficient process thanpainfully working through correctional measures.

In the domain of attitudes. I select two areas.about which orientation shall be provided. One areais that of aesthetic appreciation; the other is that ofenvironmental awareness. By aesthetic appreciation,I mean the valuing of beauty as one perceives it.through maximum utilization of one's senses andone's intellectual and emotional faculties. It is thecapacity to catch one's breath at beech shadows sof-tly etched in snow by moonlight. It is also the in-capacity to tolerate the ugliness of billboard-neonlight Jangling glare and steel factory-paper millstench, with which we have been reared. By en-vironmental awareness. I mean the realization that it

ryever possible to do Just one thing. It is the dif-ference between the linear, incremental thinking ofNewton. and the sys!emically connected thinking ofDarwin.

In the domain of knowledge. I also choose to em-phasize an understanding of only two areas. The firstis that of leadership and followership; the second hasto do with the use of authority and the nature of

authority transactions. By the term leadership, J wishto refer to a I- ghly demanding craft which involvescoordinating and focusing the activities of individualpeople around some larger purpose that is sociallysignificant. Followership refers to the acts of volitionwhich enable a leader to lead, By authority, I meanone person causing another to act in a pre-determined way, at the initiative of the first personand with the willing compliance of the second, It hasto do with my accepting direction from youand youfrom me. I choose these two areas in part becausethey are important, in part because they invariably ap-pear on the agenda of an outdoor learning ex-perience. However one structures the experience,they are there. It is better to deal with them.

The final end sought is internalization. Insight,comprehension, awarenessall are sterile if theyproduce no influence coon behavior. The intent,therefore, is to avoid facile manipulation of ideas intheir verbal form, and to aim instead a' connectingthe ideawhich may well be an already familiar ideaonly superficially understoodto an act.

In summary, then. the goals 1 have chosen for out-door learning are the following:

A. Enhancing self-conceptB. Understanding the self, with special emphasis

upon identifying one's strengthsC. In the domain of attitudes, a re-orientation

toward1. aesthetic appreciation2. environmental awareness

D. In the domain of knowledge, an understandingof

1. leadership and followership2. the use of authority

E. Internalization

The trail turns at this point. (Notice the doubleblaze on that tree?) Let me pause, therefore, toremind you of where we have been. and toforeshadow where I hope we shall go. Thus far, I havesimply tried to clarify what I mean by outdoor learn-ing. I have also selected for emphasis certain goals tobe achieved through this mode of education. Fromhere on, I propose to deal with the general question ofwhy one should believe that utilization of such a for-mat as is described above will move one towardachievement of these goals. It is this rationale whichimmediately follows.

Why Outdoor Learning?

My rationale for outdoor activity as experientialeducation is based upon John Dewey's dictum that

"Learning is thinking about experience." 1 believe notonly that such a definition of learning ispedagogically sound. but also that learnerspar-ticularly those of college agerespond morepositively to an experiential framework for learningthan to one which is largely verbal. The intent is toget from mere talking to actual doing as efficiently aspossible. (In the process, much of the talking maywell be short-circuited. Learning and talking are' notsynonymous.)

More specifically. the ratonale has to do with re-ducing the ambiguity of outcomes. Most personssharply contract their span of attention when theymove into a contrasting environment (e.g., a wiider-ness setting). They tend to concentrate on such basicconsiderations as keeping warm, being safe, gettingadequate food, providing for shelter, staying dry, andgetting from point A to point B. There is a sharpreduction in the number and complexity of variablesbetween one's normal environment and this "sim-plified" environment.' In a conventional setting, onemay have to deal with hundreds of variables in a day;in the simplified context, the number of variables maybe reduced to 8-12. As a result, outcomes are clearerand more easily understood. Cause-and-effectrelationships are sharpened.

At the same time. when physical activity is beingused as a vehicle for ideas, the outcomes of one'sbehavior are made clearer, too. If one is responsiblefor anchoring a pulling boat, it is quite obviouswhether one goes aground in the night. Therefore, theconsequences of behavior are much less ambiguousthan they typically are in one's normal environment.

More specifically, it may become apparent thatthere is a discrepancy between one's "virtual" self-image in a complex environmentvulnerable torationalization as it isand one's "real" self-image asperceived in a simplified environment. Given thisgreater clarity about one's behavior, one has an op-portunity to modify itif one chooses to do so.

A well-designed outdoor learning experiencetypically follows a thawshift---freeze cycle,2 whichis very compatible with this phenomenon of reducingambiguity. There is an early phase in which someaspects of conventional wisdom and conventionalbehavior patterns are called into question by beingdisconfirmed. For example, it might be suggested thatrunning in a group is not necessarily a competitiveexercise. Or one may need to learn the danger ofsweating in sub-zero weather. The process of re-examining one's routine assumptions is helped sub-stantially when one is involved in situations requiringnew skills and new knowledge. Having establishedreadiness in this way. a transition phase then offersinsight into alternative behavioror attitudes, orskills. Still later, strategies must be employed tostabilize the new behavior so that it may be retainedover time. This final phase can, and probably should,extend well beyond the formal termination of the

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learning experience. In a tvpical Outward Boundcourse, as they are presently designed, the last phaseis just beginning during tie closing two or three daysof the scheduled activities.

It should be mentioned here that achieving trans-fer through the conscious use of analogy andmetaphor is a powerful tool to be used in facilitatingthe retention of changed behavior during this thirdphase. There are persons who develop unusualfacility in creating puns, a play on words. By doing so,they are able to put a word or phrase in a unique light.In a simi!ar spirit of playfulness, it is possible todevelop a facility for transferring insights relating tohuman interaction from the simplified environmentback into one's normal setting through the use ofgeneralization and analogy. A simple example wouldbe to draw a comparison between the specificresponsibility of the skipper of a boat when sailingclose to a lee shore, and that general aspect ofleadership which requires a leader to analyze anddefine a situation. It is, I believe, readily possible totrain individuals in the use of this creative skill. Onceacquired. facility in building analogies can becomeenormously useful.

There is one particular area of transfer which is ofspecial interest. It has to do with the body as anaspect of self. on the one hand, and the total self, onthe other. To a remarkable degree, it appears to me tobe true that what one thinks and feels about one's en-tire self is greatly influenced by what one thinks andfeels about one's body. There is a small but growingbody of research which supports this point of view.3 Ifthis is the case, one obvious and very direct strategyfor strengthening self-concept is to enable people tohave success experiences with their bodies.4 If I canmanage successfully to rappel down that rockfacea maneuver that at first struck me as being im-possibleperhaps I can successfully negotiate otherdifficult experiences in my life!

A further point having to do with the growth ofself stresses the importance of interaction betweenthe self and others. Among modern psychologists.there is now widespread agreement upon the prin-ciple that the self is defined, nurtured, and main-tainedto whatever extent these functions may oc-curlargely by means of interaction with other in-dividuals. I learn to know who and what I am partly byobservingthrough imaginary detachmentmyselfengage in transactions with you, and partly by in-terpreting your reactions to me. Hence, the vital im-portance of the small group context for outdoor learn-ing becomes clear. Growth in self-concept and self-understanding are contingent upon interaction withothers.

Lastly, it is necessary to comment on the utility ofstress used intentionally as an educational tool, par-ticularly as to the relationship between stress and thegoal of internalization. It is my belief that stress canbe employed in three slightly different ways: (a) It can

function as a catalyst in the early stage of thethawshiftfreeze cycle to stimulate a desire tochange. if i become hopelessly lost in a fog during atow-out drill, my uncertainty as to the need fornavigational skills suddenly vanishes. (b) It can func-tion as a motivation for internalizing new behavior. If,later in the cycle of the learning experience. 1 againencounter fog, but this time not during a drill, I have asecond chance to learn whether I really understandand can apply navigational skills. l may then realizethat verbal comprehension does not suffice. To be ofvalue, the skills must be available for use. (c) It canfunction as a self-checking device to ascertainwhether new behavior has been internalized. Iprobably need at least a third experience in fogbefore I can be confident that I am able to servereliably as a navigator. Stress, thenwhen it is un-derstandable and, in a sense. controlledcan be aversatile and potent tool in the kit of the experientialeducator.

Conclusion

In the preceding statement. I have begun bydescribing the themes which I choose to include inoutdoor learning experiences. It becomes apparentthat these themes are means employed toward theachievement of ends. Hence, an elaboration of theends follows. Turning next to the important questionof "Why outdoor learning?." a rationale for this typeof experiential education is built around the points ofconnection between means and ends. To the extentthat the argument succeeds, it demonstrates the kindof relationship suggested by the model "If you do Aand B, then X, Y. and Z perhaps can be made to oc-cur.

On this conditional note of optimism. I shall close.

Bibliography

Fisher. Seymour. "Experiencing Your Body: You AreWhat You Feel." Saturday Review, July 8, 1972, pp. 27-32.

Meyer, Dan, and Meyer. Diane. To Know by Experience.Arteraft Press, Morganton. North Carolina, 1973.

Rhoades, John S. The Problem of Individual Change inOutward Bound. Doctoral dissertation, University ofMassachusetts at Amherst. 1972.

' The wilderness is. o' course. no less complicated an en-vironment than any other It is the contraction of ones span of at-tention that causes it to appear as a simplified environment.

2 For this conceptand a good r any others --I am indebted toJohn Rhoades dissertation entitled Mr Prithiern Indivninalin ()inward li.in nr1 (University of Massachusetts-Amherst. 1972).

'Fisher, Seymour "Experiencing Your Body. You Are WhatYou Feel :Sonaday Review, July 8, 1972. pp 27-32

4This strategy appears particularly appropriate for personswho are handicappedwhether physically, mentally, oremotionallyand who. therefore. have some reason to believe that"God short -suited them in their issue.

The Earlham Program*

Richard Rodgers, Professor of Mathematics,Co-jbunder, Earlham Wilderness ProgramEarlham College, Richmond, Indiana

Earlham College. like many small coeducationalliberal arts institutions, faces a challenging array ofproblems that concern its capacity to provide andmaintain a curriculum adapted to present as weft asfuture requirements. It must find ways to use facultyand other resources more effectively in a period ofpervasive changes in American society and studentneeds. It must develop a strategy for continuingeducational change to meet varying social con-ditions. It must find ways to add to the intellectualbreath and habits of disciplined inquiry characteristicof liberal studies graduates. as well as providing ex-panding opportunities for the acquisition of skills inproblem definition and solution, and policy formationIt must seek to enlarge the kinds of practical ex-periences that would widen career options forgraduates while enhancing their ability to consider in-telligently the broader issues confronting theirsociety. And it must conceive and employ in-structional approaches that draw academic inquiryand practical experience closer together within aframework of concern for enduring humane values.

The Earlham College Wilderness Programoriginated in 1970 as an outdoor pre-term coursedesigned for entering freshmen and a few up-perclassmen. Wilderness 1974 is now able to offertwo alternatives: a mountaineering expedition to theHigh Uintas Primitive area in northeastern Utah, and acanoe trek to the Dryden Wilderness Area of Ontario,Canada, with activities ranging from back-packingand canoeing to drown-proofing, climbing, and a widevariety of outdoor-living skills and academic in-struction.

The Wilderness Program is designed as a uniqueorientation to college and a challenge to live fully andvigorously. Participants live in "patrols" of eight toten students, under the guidance of trained up-perclass instructors and of full-time faculty members,each of whom has had wilderness training. Facultymembers become academic advisors of the studentsin their expeditions, finding in a month of shared lifein the wilderness unusual opportunities to gain

mutual confidence friendship and the knowledgechat permits careful adv-ce Uppetclass student in-structors provide much of the day-to-day instructionRotating daily leadership gives all participants achance to assume responsibility, learn the meaning ofinterdependence. and develop a capacity forjudgment.

The Wilderness Program helps to preparestudents for college while allowing them to enjoyrewards and pleasures of outdoor experience that willencourage them to continued use of leisure time forsensitive and responsible outdoor living. One of itsmost important goals is to teach students that theyare able to meet, on a day-to-day basis. thechallenges that ',he wilderness offers For this reasonwe send particip,snts only general information aboutthe trip The measure of our success is the degree towhich each expedition member develops the com-petence and confidence needed to feel at ease in thewilderness a security which does not depend uponstructure and routine but which results from athorough grounding in woodmanship and thecultivation of an independent mind and a resilientbody

Through use of group experience the natural en-vironment observation and informal presentationsand group discussion. faculty leaders drawn fromMathematics Biology. Geology. Drama. LibraryScience Psychology History. and other fields offerinstruction in regional geology, ecological patterns.resources management and an appreciation of the..a-ys in >tihich college and other communities func-

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The Princeton EducationCenter at Blairstown

John G. Daniels , Center Coordinator,Assistant Dean ')f Student Oaks,Princeton University

The overall objective of the Princeton EducationCenter Pt Blairstown is to promote--through a uniqueout-of-doors environment and special programming.based largely on the concept of learning by doing agreater understanding of both the human andphysical environments

Physically. Blairstown refers to 170 acres in abeautiful woodland setting with a lake, waterfalls, andravine The property is located three miles north ofBlairstown. New Jersey (65 miles northwest of Prin-ceton). in the foothills of the Kittatiny Mountains, notfar from the Pennsylvania border. Nearby is the 40,000(eventually 75.000) acre Delaware Water GapNational Recreation Area with its river "wilderness."50.000 acres of state parks and forests. and a sectionof the Appalachian Trail with its hiking and overnightcamping opportunities The Blairstown property isowned by the Trustees of the Princeton SummerCamp. the facility and programs have long beenclosely affiliated with Princeton University.

The Princeton Summer Camp. founded in 1909 byPrinceton undergraduates, faculty, and alumni onseven acres of pine forest at Bay Head. New Jersey,moved to its present site near Blairstown in 1930. Itsprimary objective was to provide a two-week camping

a' 4- experience for disadvantaged boys from Princetonand from the center cities of Newark, Philadelphia.and New York, From 1909 to 1969, approximately 250young men visited the Camp each summer Since1969 the program has been coeducational.

We know that this enjoyable and educationalsummer camp experience has had a positive effect onthose campers Of perhaps equal value is the effectthat the camp has had on successive generations ofPrinceton students who have served as counselorsand staff. For many of them. the special satisfaction ofworking with these campers has significantly affectedtheir careers and volunteer activities followinggraduation.

Based on the value of these experiences. theTrustees feel that the Center at Blairstown has anunusual opportunity to satisfy important educationaland community needs Students need good teaching.and school systems and colleges cor tinue to seekthe best ways to provide it But good teaching aloneis not enough Students also need and want help indeveloping their own sense of identity and self-confirlenc:e Teachers at both the school and collegelevels need the renewal. Inc insights trio the per4 Ace

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spective of getting to know their stuoents in morepersonal and informal environment than that boundedby classroom walls.

The Center's capacity to provide some of themore important intangiblesa kind of neutral groundfor learning, a non-thieatening environment, a placewhere human interaction is greatly facilitated by thenature of the placehas been demonstrated time andtime again. Simply put, something extra andSignificant happens. both individually and to thegroup, in the setting of Slairstown,

The Center has demonstrated its capacity as afunctional educational environment. The learningpotential in studying the ecology of the area, and therelation of man to nature, involves issues which reachacross the full spectrum of academic disciplines in-cluding the life sciences, psychology, politics.economics. and geology. The planned architecturalrenewal and expansion of facilities are designed tomake the new Blairstown Center as self-sufficient asfeasible from an energy point of view. These ex-perimental efforts can subsequently serve as visibledemonstration projects in the use of energy derivedfrom the sun. the water, and the wind,

In addition to the joys of sojourning in the serene.idyllic,. setting of Blairstown. more than 4.000 Univer-sity and community people have used the facility overthe past two years for innovative experiential learningprograms in such areas as human relations. en-vironmental education and research, leadershiptraining. management development, teacher training.organization and office planning. outdoor education.and family recreation These programs have createdliving and learning activities not ordinarily en-countered in the daity lives of the participants Amajor part of Blairstown's experiential educationprograms is designed to help young people andadults to develop a better understanding of eachother and their environment through initiative ac-tivities like the Burma bridge and others of the Out-ward Bound type

New decision-making experiences havedeveloped in an atmosphere conducive to a freer flowof ideas. personal growth has flourished in thespecial atmosphere: and divergent groups workingtogether on neutral ground have achieved greatermutual understanding and cooperation.

In response to the Princeton Summer Camps im-pact on one young man. his sponsor wrote. -1 wouldlike to commend you and your staff for the great jobyou did in instilling some hope in Keith's future. Hewas never before exposed to the type of environmentthat the Princeton Camp offered and once there, heexcelled This is a resu,! of the patience andguidance of the staff whom he respected and ad-rrilred greatly Keith was given responsibility and

inn his peers s(imethind which het I would like

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0024

old boy's life a little brighter One cf Keith's coun-selors. an undergraduate staff member. wrote that"the summer produced the greatest sense of real ac-complishment I've eve, experienced

Secondary school groups have used Blairstownextensively for human relations, leadership develop-ment, and environmental education programs. Afterone successful three-day extended outdoor educationprogram. the teacher a recent Princeton alum-nuswrote: "What strikes me most about the Blairs-town trip is that it represents not only the best of whatI try to do in class. but also the best of those extra-school learning moments in a-.1.ation to the specificeducation which went on. the ,.,oung people and theadults gained new insights into each other Thechallenges and problems posed by a new en-vironment provided the opportunity for revealingtalent, leadership. excellence. and communityawareness of a different nature than at the school

The Dean of Student Affairs Office at PrincetonUniversity has begun a successful five-day orien-tation program for incoming freshmen based atBlairstown. The activities are designed to give newstudents an opportunity before school begins todevelop a broader understanding of each other aswell as of upperclassmen. staff, and faculty, to learnmore about the University: to learn and practice out-door skills: and to become more familiar with NewJersey's natural environment and ecological con-cerns and needs. Similar spring and fall programshave been developed vvhicere omen to the entire

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Princeton s Geology Department has used theBlairstown facility as a base camp fos the ey Iorationond disCkIsSiOn Oi the educationally importantDelaware Water Gap wea, about nine hales away Inaddition the Tocks lslaml Dam project, which wouldbe located about seven muss from the Center, is thefocus of much study and research into state-wideland use policy development and the incorporation ofhuman values into environmental decision making, Asa Princeton faculty member has noted "Man comingto terms with natural limits is the central en-vironmental problem of the next fifty years, and theBlairstown site provides a laboratory and base campfrom which to explore the overriding physical.political, and moral constraints on the adjustment

The innovative architectural design envisionedfor the site is completely consistent with an importantobjective of the Center: developing an experiential,essentially outdoor education program designed toencourage a better understanding of. and a less ex-ploitative attitude toward. the environment. Just asthe Center makes important educational use of thenatural environment, so it intends to use the site andthe buildings themselves as teaching tools. The siteand the buildings, as presently envisioned, aredesigned to organize the participant's experience insuch a way as to produce a view of nature as a vitalsystem on which man depends: one whose resourcesshould not be exploited by brute force, but whose

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special potentials can be carefully reintegrated intoman's own life cycles

Specifically, development of the si'e calls for theuse of water and wind power to generate on-site elec-tri.:-.Ay, and the use of solar collectors to convert theenergy of the sun into hot water and space heating.

The new buildings will be built so that their"working parts" are exposed to view (rather than hid-den behind walls) as an intrinsic part of the design.thus using the architecture itself to demonstrate someof the principles of natural science. engineering, andbasic physics (mechanics of heat transfer). In thisway, a concern for an efficient and sensitive relation-ship to the natural resources of the environment canbe translated into a whole new dimension ofaesthetics.

The potentials of pioneer] ig in the area of solarheating and energy conservliion. and the precedentof demonstrating a way in which man can design andbuild in complete concert with nature are excitingaspects of the Blairstown development.

In summary, the Princeton Education Center atBlairstown has the exciting potential for taking aleadership role in helping peoplethroughout thecommunity and the Universityto develop healthier.more creative ways for learning to live in harmonywith themselves, with their fellow human beings, andwith their environment. It has a magnificent setting. Ithas imp -si itive and dedicated human resources. Ithas a en record of accomplishment.

2 S.

-441.-

Toward the Measurementof Affective Education

A Report of Recent Work by OutwardBound(Condensed')Paul Harmon, Independent EducationalConsultant to Outward Bound,Hannon Associo' es, San Francisco, Calitiffnia

Introduction

For slightly over a year Outward Bound hasbeen engaged in an effort to specify its educationalobjectives and to measure the behavioral changes in-duced by an Outward Bound course It is expectedthat this effort will become an ongoing part of Out-ward Bound During the early state special attentionhas been given to the identification and measurementof affective behavior change. This paper will discussour activities and results in the affective domainduring the past two years.

Instructional Objectives

Robert Mager has defined the function of agood instructional objective in his book hipartnx hi-%Ind(7trma11 ()11 ie4 live% as follows-

) It should describe an activity that the studentwill perform that will show an observer thathe has acquired a specified behavior.

i2) It should describe the conditions underwhich the learner must perform the activity.and

(3) It should state the standards of acceptabilityfor the performance.

Mager went on to say that the writer of instructionalobjectives should employ specific action verbs thatpreclude misinterpretation and provide sufficientdetail to assure that other qualified persons in thefield can recognize the behavior when it occurs.

In practice. instructional objectives usually referto a class of behavior. The specific instances ofbehavior are measured by test or criterion :tents.Thus, a complete system needs not only behavioral orinstructional objectives but also criterion items.

At about the same time that Mager waspopularizing instructional objectives. Bloom. Krath-wohl and others devised a three-part classification forall instructional objectives. as follows.

Cognitive objectives are objectives concernedwith intellectual knowledge, including facts, analyticskills. and problem-solving skills.

Affective objectives are objectives concernedwith attitudes and feelings and include attention,valuing and intrinsic ethical motivation.

Psychomotor objectives are objectives con-cerned with physical performance including coor-dination and skilled body movement.

Most teachers have tests and other means of deter-mining their students' cognitive and psychomotorbehavior change. Outward Bound, for example, has adetailed syllabus in safety and map and compasswork. Hardly any instructional institution. however,gees beyond some minimal statement of their af-fective objectives AA civics teacn:r.s desire to makehis students "good citizens" is a fine goal, but it isn'tan objective. as defined above. because it doesn'tspecify how he can measure success for failureHence our civics teacher can never really know if heis succeeding or failing.)

Identifying the AffectiveObjectives of Outward Bound

Outward Bound has been offering courses formany years; it is a well established institution. Thetask was to help such an ongoing institution identifyand formalize its objectives. Our strategy has been togather Outward Bound personnel together intoworkshops and ask them to identify their own ob-jectives. In planning the workshops we have depend-

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ed on two approaches. First, we have worked fromthe very general to the more specific. We began byagreeing we could divide Outward Bound's objectivesinto three general categories: cognitive, affective,and psychomotor Then we subdivided each of thesegeneral categories into finer and finer behavioraldistinctions until we arrived first at objectives andfinally at criterion items

Secondly. we deperded on successive ap-proximations we don't demand final results on thefirst or even the second time When we first began theworkshops we agreed that it would take three years todevelop a good set of affective objectives. Wedeveloped cin initial list the first year and then wetested it in actual ccr.irses during the summer of 1973.Since then we have revised and refined the list andare currently testing a new version in this years cour-ses Ws: teal this gradual approach is important fortwo reei3ons First. if we had demanded highlypolished objectives on the first try th.- workshop par-ticipants simply wouldn't have been able to producethem --it takes time to learn how to state precise andmeasurable objectives Secondly. by developing thefinal list slowly we allow each staff member to test theobjectives in the field Each staff member can provefor him or ner self whether or not a particularbehavior is or is not being taught in an OutwardBound course Wien people talk about objectives inthe .vinter they are often very idealistic and optimisticabout what is being taught; when they talk them inthe fall just after a summer in the field they are muchmore pragmatic We hope to strike a balance.

The i;si at the end of this article will give you ageneral idea of the areas which Outward Bound istrying to define in behavioral terms

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Measuring Affective ObjectiveAttainment

The greatest d'fficulty to date has been selec-ting criterion itemsthose discrete and specificbehaviors that we will accept as outward signs of in-ward attitude. This problem is complicated by tryingto figure out how to quantify observations in a fieldSetting. In traditional classrooms there is the finalexam. Even if we could devise a paper and pencil testto measure affective objective attainment, thestudents in Outward Bound courses neither expectnor desire to take such tests. We've spent a con-siderable amount of time on this question and haveyet to arrive at a completely satisfactory answer. Atthe moment we are relying mostly on checklists. Thechecklists are lists of specific behaviors je.g.. studentpicked up his own litter when he broke camp) that theobserver can quickly record. In some cases we'vetried to get measures but in most cases it's either"yes" or "no:- Each item on a checklist is a criterionitem that is related to a specific instructional ob-jective.

The instructor fills out two checklists per student.one near the beginning of the course and one nearthe end. The checklists are identical and by com-paring all checklists trends in behavior changeresulting from, the course can he determined. Seniorinstructors and program personnel have also triedusing checklists when they visit courses in the field.though it seems likely t;,at the instructor 'II alwaysremain the major source of data

in workshops. especially those held after the in-structors have used the checklists in the field. wehave stressed the identification of "criticalbehaviors----those behaviors that are "sure signs"and easy to observe. As a practical matter, we want toreduc3 the checklists as much as we can We wouldlike to refine the checklist until it measures themaximum amount of behavior change with theminimum number of specific observations We expectto continue to work on this refinement for at leastanother two years.

This checklist method of evaluation would beworthless if we were trying to measure attainment inindividual students. (We know, for example that thesame behavior may mean different things whendisplayed by different students.) We believe, however,that the checklists, when averaged together, give usan overall trend. (e.g., If all or nearly all students showa particular behavior we are pretty certain we knowhow to interpret it.) Outward Bound is not interestedin measuring the achievements or success of in-dividual students, as such. It is interested in gatheringstatistical data that will allow the organization todetermine if it is accomplishing what it sets out to ac-complish. Outward Bound is developing instructionalobjectives so it can hold itself accountable.

Making Affective Evaluation AnOngoing Part of Outward Bound

Outward Bouno realizes that its effort to id3ritifyand measure affective behavior change is a long-termand difficult task. We fully expect to take at least twomore years to reach a point where we have achecklist that we feel is minimally adequate to beginserious data gathering efforts. We feel it is very im-portant that everyone in the organization really trustthe checklist before we start using data gatheredfrom it.

In the longer future Outward Bound hopes to useits checklists for many different purposes. Probablyits most important use will be to identify areas thatneed improvement (e.g . modified or changed in-structional techniques). We believe that we will alsobe able to build better programs for non-OutwardBound settings when we know more precisely whatoccurs on a standard Outward Bound course And. ofcourse. Outward Bound hopes to contribute what itlearns to other institutions and thereby to increasethe quality of experiential affective instructionthroughout the United States.

Although the checklists are hardly finished wehave already observed some benefits from the effort.Just getting people to talk about affective change inmore or less concrete terms raises everyone's con-sciousness of affective events occuring on OutwardBound courses. No matter how inaccurate the currentchecklists are they provide the instructors with a newlanguage and focus when they discuss their courseswith each cther or with their students.

Outward Bound has always been concerned witheducating the whole person. This has always in-cluded a significant concern with such affectivebehavior as self-confidence. improved group in-teraction skills. increased compassion for others.Society and the environment. We believe that ourcurrent work in specifying affective objectives andtrying to measure the changes Our courses arecausing is an important step in that dire,tion.

Outward BoundInstructional Objectives

The following instructional objectives were iden-tified at the National Outward Bound School andProgram Director's Meeting in Texas in November of1973.

1. Affective Objectives-Improvements in Attitudes and Values

11 increased Sense of Personal Worth and Self-Confidence.

I 11 Student becomes more willing to attempt untriedexperiences

1.1.2 Student becomes more willing to open self toothers.

1.1,3 Student becomes mot wilting to accept respon-sibility for own actions.

1.1.4 Student becomes more willing to cope withdiscomfort and stress.

1.1:5 Student becomes more aware of limits of personalabilities.

.2 improved Interpersonal Communications.tone to oi-,c interactions)

21 Student tries to resolve conflicts with others,2.2 Student tries to speak honestly of his her feelings.2.3 Student sperds time talking with others about

things tilat deeply concern him tier2.4 Student shows concern about another's feelings

.2.5 Student is willing to try another s ideas and oradopt their plan of action

1,2,6 Student willingly recognizes othersachievements,

1,3 Improved Group interaction Skills)crew or. watch. or patrol interactions)

131 Student becomes more open Student sho.vsmore willingness to listen and try otner's ideasand solutions,

1.12 Student shows increasing willingness to acceptresponsibillies cf leadership.

1.3.3 Student shows increasing willingness to carryown weight and to do mundane tasks

1.3.4 Student becomes increasingly involved in thegroup process.. in decision-making and inproblem-solving

1.3.5 Student increasingly becomes a good teamworkei-and maintains positive relations with other mem-bers of the group.

1 3 6 Student shows imploved spirit. joy and tone1 4 Improved Socip,1 Attitudes

(Attitudes towards society and strangers)(No specific objectives or criterion itemsdeveloped.)

15 Improved Spiritual, Moral and Ethical Values15,1 Student shows increased recognition of relevance

of spiritual. moral, and ethical values1 5 2 Student shows increased recognition of the

spiritual potential of the wilderness16 Increased Environmental Awareness1,61 Students show increased environmental respon-

sibility,162 Students show increased environmental

awareness.

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'Copies Of the complete paper are Available from Outward Bound Inc

Financing ModifiedOutward Bound Programs

Keith V. King.Professor of Physical Education,Director, Operation LIVE.Keene State College,Keene. New Hampshire

"SCROUNGE"

"S" stands for "search"Search your mind and your thinking as to WHY

you aro doing this thing.Search your mind and thinking as to WHAT you

are doing.Have in your mind these things clearly asthere will be times when you will bequestioned: questioned by your boss,questioned by yourse!f, questioned by yourwife and kids and questioned by the kids withwhom you are working.

Search your imagination for things that arenatural and close at hand and are interestingto the kids...after all you are working for them,they are not working for you.

Search your heart for some of the reasons youare doing these crazy things.

"C" stands for "courage"Courage to -no IT"Courage to "DO IT RIGHT"Courage to "DO IT RIGHT NOW"

"R" stands for "resources"The resources of people...lots of people have

skills and interests...all you have to do is askthem for help.

The resources of imagination...yours andother's...and remember the total of people'simagination and their interactions is greaterthan the sum of its parts.

The resources of your experience.The resources of the courage and excitement of

working with kids and people who are excitedabout learning...and there are many spin offsof this.

The resources of the school and community andthe natural world around you, not the moneyand the status and the material things theycan offer, BUT the ideas and stimulations theydo and can offer.

"0" stands for your "own"Your own heart and energy and ideas and

money and equipment: if you are afraid to

loan your pack and frame to a kid, or if youare hesitant to let someone borrow yourcookinti equipment, or if you are not willing tohave the program use your cano6, you don'ttrust them and after all TRUST is the key thingupon which we base the program.

"U" stands for YOUIf you are not willing to offer yourself 8 days per

week for 30 hours per day for about two years,please take my advice and don't even start.

Anything worthwhile is worth the sacrifice ofstarting it. Don't try to sell something beforethe buyer has a chance to see it...it will sell it-self if it is right and in the right place and atthe right time.

If YOU have to have permission to run aprogram like this, either you are in the wrungplace or your idea of the starting place andtime is faulty. It has to start 1N you and youhave to want it so badly you can tasteit...otherwise, please stay out of it.

"N" stands for "know" your stuffKnow your stuff means that you are going to

have to accept the idea that you don't knowall your stuff...that your job is maybe to make itpos3ible for others to learn something on theirown, something that you might not know,something that is important to them,something that is very personable and private,something which is none of your business;and that is a very scarey place for somepeople,

To know your stuff is to know how to helpothers learn the things they think are im-portant, the way they think they learn the bestand not to be the "'loss"; and that is a veryscarey place for some "teachers."

To know your sluff is to be willing to learn your-self, about yourself and by yourself: othersmay help if you let them; and that is a veryscarey place for some people.

"G" stands for GOGo DO ITGo - DO IT RIGHTGo - DO IT RIGHT NOWBut z1amn it GO

GO GO SLOWLYGO - GO SMALLAND GO WITH QUALITY

Bigger is not necessarily better

"E" stands for you put that one in

If this little play on a word has not answered thequestion of financing for your program, then you arelooking in the wrong direction for the wrong things.

There is no easy way to do this thing. The dollars willtake care of themselves as will the question ofacademic credit and the other trivia that this worldseems to think are critical to have to be able to startsomething.

"SCROUNGE"

Business Session ReportThe business session of the conference was

held in the early afternoon of February 12. 1974. Thequestion of where to go from here dominated thediscussion_ The consensus of the conferees was thatanother conference would be beneficial.

A proposal was made that an association be for-med to centralize conference planning for the futureand to study the prospects of the advancement of out-door pursuits in higher education through collectiveefforts afforded by a national association. The con-ference ratified the proposal assigning John Rhoadesand Keener Smothers the power of appointment toform a national steering committee.

A team of conferees headed by Alan Hale ofMankato State College schematized possibilities andstrategies for a national association, The committee'spresentation was in the form of a report to stimulatespeculation on real possibilities for a functioningnational body. Ratification was not appropriate.

Committeemen were named to serve on thenational steering committee. The group met in specialsession in the evening of the same day to chart fur-ther steps. The recommendation was approved thatthe new association appeal to the Colorado OutwardBound School for permission to hold the next con-ference in a joint session with a Colorado conferencein the fall already in the planning stages, For the timebeing. no responsibility was assumed by the steeringcommittee other than the task of planning for the nextconference.

Selected for the national steering committee wereRobert Godfrey. University of Colorado: DonnKesselheim. University of Massachusetts: JohnRhoades. Outward Bound. Inc.; Richard Rodgers.Ear lham College: and Keener Smothers. AppalachianState University.

Appendix I

PROGRAM

Sunday, February 104 00-6 00 p rn Registration. optional ropes

and initiative course activities.mini-expedition

t) 0:3 u

7 00 p m. Dinner

8.00 p.m. Call to session and in-troductions Keener Smathers,Conference Director

Welcome Herbert Wey, Chan-cellor, Appalachian State University

Keynote Address: "The Value of Ex-perience- Henry Taft. PresidentOUTWARD BOUND. Inc

9 30 p m Reception in the lounge

Monday, February 117 30 a.m. Breakfast

8:30 a m. Description of model collegeprograms. study of three types.

Earlham CollegeRichmond, Indiana

Dick Rodgers. Co-founderEarlham Wilderness Program

Princeton - BlairstownOutdoor Education Center

John G. DanielsonAss.t. Dean of Student AffairsPrinceton University

But Is It Wu/4 Respectable?Colorado University M Ed Program

Robert Godfrey, Ed.D.Dir, Teacher Training. COBSAssoc. Professor of Education

1000 a.m. Coffee break

10.30 a.m -12:30 p.m. Continue ropes and initiative course

activities: rappelling

12.30 p.m Lunch

1 30-4:00 p m. Program Development Components

Program PossibilitiesPhil CostelloProtect USE, New Jersey

Perry Gates, Hurricane IslandOutward Bound School

Staffing and Outdoor ProgramDan Meyer, DirectorNorth Carolina Outward School

Staff TrainingNoel Cox. Prescott College,Arizona

4 .00-4:30 pm

4'30-6:00 p m.

SafetyJohn Rhoades, ProgramCoordinatorOUTWARD BOUND, Inc.Greenwich, Connecticut

AccreditationAlan Hale, fvlankato State College.Minnesota

Fundingkith V. King, Director of LIVEKeene State CollegeNew Hampshire

Break

Choice of workshops in interestareas of program components. paneldiscussions.

6-00 p.m Relaxation; Dinner

8 00 p m Movies "Solo rockOUTWARD BOUNDSlides Individualprograms

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Tuesday, February 12

7:30 a.m. Breakfast

8:30 -10 :30 a.m. "Measurement of Affective

Education" Paul Harmon, HarmonAssociates, San Francisco.Management and Educational Con-sultant to OUTWARD BOUND

"The Reason for Freezin': TheRationale for Experiential Learn-ing" Dr Donn Kesselheim,Professor, School of Education,University of Massachusetts

"The Janus Report: Origins, Trends,Possibilities and Problems"Robert Pieh, Professor of Education,Queen's University. Ontario

10:30 a.m. Contii ue ropes, initiatives, rap-pelling. first aid, map and compass.etc.

12:30 p.m. Lunch

1:30 p.m.

3:00 p.m.

Conference Business Session

Workshops by request: Explorationof student and staff exchangeprogram possibilities (optional);Otherwise, free time or mini-expeditions

8:00 p.m. Entertainment Clark Jones, Ap-palachian Ballads and Instruments

9:30 p.m. Adjournment social

Wednesday, February 13

Optional tour of nearby North Carolina OUT-WARD BOUND School: Departures

Conference DirectorKeener M. Smathers. Director, Office of OutdoorPrograms, Assistant Professor of Education, Ap-palachian State University

Conference Coordinator of COnAilliallIAJohn Rhoades. Program Coordinator. OUTWARDBOUND, Inc.

Appendix IIConsultants for theConference on OutdoorPursuits in Higher Education

Steve BoehlkeAssistant Dean of Student AffairsPrinceton UniversityPrinceton, New Jersey

Phil CostelloDirector. Project USENew Jersey

John G. DanielsonAssistant Dean of Student AffairsPrinceton UniversityPrinceton, New Jersey

Perry GatesDirector. OutreachHurricane Island Outward Bound SchoolMaine

Robert GodfreyDirector Teacher TrainingAssociate Professor of EducationColorado Outward Bound School

Alan HaleFaculty of EducationMankato StatE. CollegeMinnesota

Paul HarmonManagement and Educational Consultant

to OUTWARD BOUNDSan Francisco. ,California

Donn KesselheimProfessor, School of EducationUniversity of Massachusetts

Keith V KingDirector of LIVEKeene State CollegeNew Hampshire

Dan MeyerDirector. North Carolina

Outward Sound School

Robert PiehProfessor EducationQueen s University. Ontario

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Everard PinneoAssistant to the Vice-Chancellor for

University Wide ServicesState University of New YorkAlbany, New York

John RhoadesProgram Coordinator.

OUTWARD BOUND, Inc,Greenwich. Connecticut

Dick RodgersCo-founder, Eartham

Wilderness ProgramProfessor of MathematicsEarlham CollegeRichmond. Indiana

Keener SmathersDirector of Outdoor ProgramsAppalachian State UniversityBoone. North Carolina

Henry TaftPresident. OUTWARD BOUND. Inc.Greenwich. Connecticut

Jim StuckeyPrescott College, Arizona

Margueritta KluenschProfessor of EducationQueen's University. Ontario

. 4

s:,

Appendix 111 Steve BresettProfessor

Participants Bloomsbuig State CollegeConference on Outdoor Bloomsburg, PennsylvaniaPursuits in Higher EducationAppalachian State University Carol Brown

StudentBoone, North CarolinaPrinceton UniversityPrinceton, New Jersey

Art BaileyStudent Forrest BrownDuke University StudentDurham, North Carolina East Carolina University

Greenville. North CarolinaEdward EakerGraduate Asst. 'Dept. of Recreation and ParksPenn State UniversityUniversity Park. Pennsylvania

Laurie BrownNew York. New York

Peter BryantGary Barnett Chief InstructorStudent, Dartmouth CollegeWest Liberty State lr ()liege, Hanover. New HampshireWest Liberty. West Virginia

Jerry BaysoreAsst. to the PresidentGovernore State UniversityPark Forest South, Illinois

David SedanDirector of Environmental StudiesSt Louis University.St Louis. Missouri

Seyma CalihmanChapel Hill. North Carolina

Barry Heath CardenCo-Coordinator of Student Ser.Coker CollegeHartsville, South Carolina

George CornN. C. Outward Bound SchoolMorganton. North Carolina

Bob BennerInstructor Phil CostelloWestern Piedmont Community College Project USEMorganton. North Carriina Princeton, New Jersey

Joe Boldt Stephen CrossWriter Professor of BiologyWestport. Connecticut Southern Oregon College

Ashland, OregonSteve BoehlkeAsst Dean of Students Keith CurtisPrinceton University StudentPrinceton. New Jersey Dickinson College

Carlisle. Pent sylvaniaBlair BothRaleigh. North Carolina

Sara BoyGrand Valley State College,Allendale. Michigan

Pat BaileySecondary School TeacherStag CollegePennsylvania

John G. DanielsonAsst. Dean of Student AffairsPrinceton UniversityPrinceton. New Jersey

Stephen J DeGarmoInstructor of EducationState UniversityBuffalo, New York

Julia DerroughStudentEast Carolina UniversityGreenville. North Carolina

Spence DickinsonNew Age ProjectsChapel Hill, North Carolina

Joe L DittamoneStudentSouthern Illinois UniversityCarbondale Elinois

James EstillStudentDuke UniversityDurham, North Carolina

J W EvansChaplainCollege of St. ScholasticaDuluth, Minnesota

Keith W EvansDirector. Wolfcreek WildernessBlairsville. Georgia

Frank W FletcherDir of Environmental StudiesSusquehanna UniversitySelinsgrove Pennsylvania

Herbert L FosterAssociate Prof of EducationState UniversityBuffalo, New York

Delores FranzStudentSpringfield CollegeSpringfield. Missouri

John A. Fr;edrichChairman of Dept. of Health

and Physical EducationDuke UniversityDurham. North Carolina

Jack FuchsSocial Work and Resource CoordinatorBronx Children.s HospitalBronx, New York

Richard Galland. Jr.Director. Texas Outward BoundDallas. Texas

Oti

Mike GaynorChairman of Psychology Dept.Bloomsburg State CollegeBloomsburg, Pennsylvania

C. L. GobbleEast Carolina UniversityGreenville, North Carolina

Bob GodfreyColorado Outward Bound SchoolDenver. Colorado

Keith GoudyStudentWest Liberty State CollegeWest Liberty. West Virginia

Alan N. HaleInstructorMankato State CollegeMankato, Minnesota

Steve HallStudentAlpha-Experiental CollegeCollege of DuPageGlen Ellyn. Illinois

Paul HarmonEducational Consultant to

Outward Bound. Inc.Menlo Park, California

Richard E. HeeschenAsst. Director. Physical Ed.University of South FloridaTampa. Florida

Randy HissAsst. Director. Project AppolloMurray State UniversityMurray. Kentucky

Bill HoltDirector of Project ApolloMurray State UniversityMurray. Kentucky

Herb HudgensProfessor of GeologyTarrant County Junior CollegeFt. Worth. Texas

Tim HuyStudentEast Carolina UniversityGreenville, North Carolina

Joyce JaffeGraduate StudentUniversity of N. C.! Chapel HillChapel Hill. North Carolina

Don JonesChairman of Div. of Health

Physical Ed. and RecreationTarrant County Junior CollegeFt Worth, Texas

Jane KauffmanAsst. Professor of FrenchAppalachian State UniversityBoone, North Carolina

Mary KellyStudentEast Carolina UniversityGreenville. North Carolina

Peter H KetchamTransfer Admissions RepresentativeNasson CollegeSpringvale, Maine

Margueritta KluenschProfessor of EducationQueens UniversityKingston. Ontario

Ted LannanGraduate StudentMankato State CollegeMankato Minnesota

Kathy LeiwekeGraduate Student. Environmental StudiesSt. Louis UniversitySt Louis. Missouri

GrP eonardGra ite Asst School of EdUniversity of N CChapel Hill. North Carolina

Bill LeppertDean, Alpha-Experiential CollegeCollege of DuPageGlen Ellyn. Illinois

Linda LockhartStudentEast Carolina UniversityGreenville. North Carolina

McNairStudentEast Carolina UniversityGreenville. North Carolina

Louis V. MingroveAssistant ProfessorBloomsburg State CollegeBloomsburg, Pennsylvania

John T. MooreRegistrarSusquehanna UniversitySelinsgrove, Pennsylvania

Malcolm MooreDirector of Outdoor ProgramsMarlboro CollegeMarlboro, Vermont

Robert NorthropCounselorCornell UniversityIthaca, New York

Beth OlsenStudentEast Carolina UniversityGreenville, North Carolina

Larry D. OlsenOutdoor SurvivalB. Y. U.Provo, Utah

Vernon R. Parrish. Jr.Director. Cone University CenterUniversity of N. C 'CharlotteCharlotte, North Carolina

Robert PiehProfessor of EducationQueen's UniversityKingston, Ontario

Sam W. PratherAssoc. Professor. Div. of Physical Ed.University of South FloridaTampa, Florida

James Dennis RashDean of StudentsUniversity of N. C./CharlotteCharlotte, North Carolina

Richard RodgersProfessor of MathematicsEarlham CollegeRichmond, Indiana

Ronald C. RogersGraduate StudentDuke UniversityDurham. North Carolina

Jeanne RoyGraduate StudentSpringfield CollegeSpringfield. Missouri

Fred SawyerAsst. Professor of Health.

Physical Education, RecreationTennessee State UniversityNashville, Tennessee

Pam SawyerJunior High School PE TeacherDonelson Junior High SchoolNashville, Tennessee

DuMont K. SchmidtCounseling PsychologistUniversity of N. CiChar:otteCharlotte. North Carolina

Rob SchulzeOutdoor Programs, Family FarmChapel Hill, North Carolina

Rita "Huey" SigmonFaculty: Science DeptMaiden High SchoolMaiden, North Carolina

Greg SirenProgram DirectorWolfcreek WildernessBlairsville, Georgia

Keener SmathersOutdoor ProgramsAppalachian State UniversityBoone, North Carolina

Ralph H. Steele1CMR -PRC

East Carolina UniversityGreenville, North Carolina

Thomas F. StichGraduate StudentMankato State CollegeMankato, Minnesota

Kathy .StreeterGraduate Asst.. Health.

Physical Education, and RecreationAppalachian State UniversityBoone. North Carolina

Jim StuckeyFaculty MemberPrescott CollegePrescott. Arizona ti.

Susan TannewitzStudentAppalachian State UniversityBoone, North Carolina

Diane ThayerStudentCollege of DuPageGlen Ellyn. Illinois

Charles TwichellDirector of Student AidDickinson CollegeCarlisle, Pennsylvania

Michael WadeStudentWest Liberty State CollegeWest Liberty, West Virginia

E. W. WadsworthProfessorAppalachian State UniversityBoone, North Carolina

John L. WalkerAssociate Dean /FreshmenBloomsburg State CollegeBloomsburg, Pennsylvania

Ed WardOutdoors ProgramHampshire CollegeAmherst. Massachusetts

David E. WetmoreProfessor of ChemistrySt, Andrews CollegeLaurinburg. North Carolina

Kris WhitmireStudentAppalachian State UniversityBoone. North Carolina

Larry WilsonDean of StudentsMontreat Anderson CollegeMontreat. North Carolina

Ken WoodOhio State UniversityColumbus, Ohio

Scot WoodStudentOhio State UniversityColumbus, Ohio

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