Outdoor and experiential learning: An holistic and creative approach to programme design

Abstract

Martin, A., France, D. & Zounkova, D. (2004). Outdoor and experiential learning: An holistic and creative approach to programme design. Aldershot, England: Gower. 216 pages. ISBN: 0 566 08628 X. This book offers an innovative approach to outdoor and experiential learning based on a method referred to as dramaturgy, developed in the Czech Republic. Although based on Western approaches to experiential learning in both indoor and outdoor environments, it departs significantly from 'conventional' adventure education methods by intentionally incorporating theory and practice from the arts, psychology, education and sport. As suggested in the title, the approach is holistic in that it is interdisciplinary involving participants and leaders in activities requiring engagement of the physical, psychological, creative, emotional and spiritual dimensions of the self. As such, its purpose, like that of much adventure education, is based on a Hahnian notion of personal development, primarily for fulfilment of individual potential. While based on the theory of dramaturgy, the book's orientation is practical, providing practitioners with specific explanations of themes, games, activities and instructions for leaders. Chapter one outlines a history of the development of outdoor education and experiential learning in the Czech Republic. This is both useful in providing a context for the dramaturgy approach and interesting for readers who are not familiar with Czech history, particularly the influence of Communism on the development of this approach to learning. While British and American influences on participation in outdoor activities (referred to as turistika), created interest in adventure activities, the influence of the liberal, progressive education movement was significant, resulting in the establishment of camps, education courses and experimental schools. Despite the influence of the totalitarian Communist regime after the Second World war, more democratic educational traditions such as turistika activities survived and were included in the school curriculum. This interdisciplinary curriculum approach combined physical activity with artistic and ecological learning, spawning the emergence of the Vacation School Lipnice (VSL) in 1977 which forms the basis for contemporary Czech approaches to outdoor and experiential learning. VSL was initially established as a non-profit organisation under the Socialist Youth Organisation, but in 1989 became an independent organisation and, later, a member of Outward Bound International. As such, VSL courses are guided by Outward Bound philosophy but have adapted their own historical and cultural traditions to develop the unique dramaturgy approach described in this text. Chapters two and three describe the theory and practice of the dramaturgy approach in relation to some discussion of experiential education and other education process models. However, the models discussed are predominantly those used by Outward Bound and as such the discussion is somewhat limited in that it unquestioningly accepts the efficacy of these approaches. It does not consider other pedagogical theories and processes or more problematic conceptualisations of the educational role of experience. Comparisons are made between VSL and more traditional experiential approaches, emphasising the instructor's role in planning and framing the dramaturgy and the importance of providing a safe, supportive learning environment which allows participants to play and explore their potentials and limitations. Significantly, the concept of risk in the dramaturgy approach is in itself holistic in that emotional, social, psychological and spiritual dimensions of risk are considered equally important as physical risk in the planning process. Thus the relationship between comfort zones and learning zones takes into account this range of dimensions of risk. Perhaps adventure educators could learn something from the dramaturgy approach to risk management? …