Literaturnachweis - Detailanzeige
| Autor/in | Potter, Tom G. |
|---|---|
| Titel | Large Group Weekend Outdoor Experiences: Finding Meaning - Nurturing Growth. |
| Quelle | (1992), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adjustment (to Environment); Experiential Learning; Foreign Countries; Higher Education; Individual Development; Models; Outdoor Education; Program Effectiveness; Secondary Education; Self Concept; Self Disclosure (Individuals); Weekend Programs |
| Abstract | This report discusses key components of the Wilderness Personal Growth Model that was designed to help practitioners attain maximum benefits through short-term wilderness programs accommodating large groups of students. The first component involves the successful transition of the students from their known and accepted everyday-life reality to the foreign reality of wilderness living. It is the unpredictability and loss of convenience and control that forms new physical and subsequently emotional and social realities for students. The use of reflection encourages students to think about their physical, emotional, and spiritual journeys and thus derive greater meaning and personal growth from their experiences. Appropriate self-disclosure can heighten the reflective process and allow individuals to see others' true identities. Another important component is the mutuality model that emphasizes a do-look-learn method of teaching. This model allows students to take an active part in their learning and thus enhances the students' sense of ownership and meaning. The use of mini-solos of 45 to 60 minutes of quiet self-time can offer the most powerful form of private reflection. Cooperative and initiative task games help to accelerate the interpersonal trust, respect, cooperation, and social cohesion that is often experienced during longer outdoor trips. Weekend outdoor experiences can achieve the growth potential of longer wilderness trips. (LP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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