Running Head: THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

The Primary Goals, Uncertainty and Risk Found Within the Four Levels of Adventure Education Mark Schleier, Jr Georgia College and State University

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

Outline Thesis: This paper articulates the similarities and differences between the primary goals, uncertainty, real risk and perceived risk against the four levels of adventure education. These four typologies are found within Simon Priests typological structure on adventure education. A. Introduction 1. Get readers attention 2. Introduce topic: a. Explain how the paper is going to use Simon Priests typological structure on adventure education and list the four intended typologies. B. What adventure education is C. Primary Goals of Adventure Education 1. What the goal levels of adventure recreation are compared and contrasted. 2. What the goal levels of adventure education are compared and contrasted. 3. What the goal levels of training and development are compared and contrasted. 4. What the goal levels of adventure therapy are compared and contrasted. D. Uncertainty 1. The uncertainties that can be found within adventure recreation compared and contrasted. 2. The uncertainties that can be found within adventure education compared and contrasted. 3. The uncertainties that can be found within training and development compared and contrasted. 4. The uncertainties that can be found within adventure therapy compared and contrasted. E. Real Risk 1. The real risk in adventure recreation compared and contrasted. 2 The real risk in adventure education compared and contrasted. 3. The real risk in adventure training and development compared and contrasted. 4. The real risk in adventure therapy compared and contrasted. F. Perceived Risk 1. The perceived risk found within adventure recreation compared and contrasted. 2. The perceived risk found within adventure education compared and contrasted. 3. The perceived risk found within adventure training and development compared and contrasted. 4. The perceived risk fond within adventure therapy compared and contrasted. G. Conclusion 1. Briefly highlight the key points explained. a. Reiterate how all adventure programs are made up of these four different typologies and how important they all are. 2. Conclude discussion.

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

The Primary Goals, Uncertainty and Risk Found Within the Four Levels of Adventure Education Adventure itself is a human need. More than a word, adventure is an atmosphere, an attitude, a climate of the mind. Adventure is the curiosity of people to see the other side of the mountain, the impulse in us that makes us break our bonds with the familiar and seek greater possibilities. (Raiola and OKeefe, 1999, P. 46) Adventure. It is the basis of humanity and it is what has motivated the human race in its entire existence. The field in todays society that encompasses this human need is known as adventure education. Brendtro and Strothers (2007) article on adventure and challenge explain that Adventure is defined as an unusual, exciting, stirring or remarkable experience, where the outcome is uncertain, and sometimes accompanied by the perception of risk. (P. 4) A program having set goals, uncertainty, risk and even testing ones abilities all equal adventure education. This paper explores the differences between these four typologies and compares them among the four subsets of adventure education; recreation, education, training and development and therapy. The paper will conclude with a brief discussion on the similarities between the different levels of adventure. Before typologies can be discussed, adventure education must be explained and why it exists. In Shellmans (ND) essay on the psychology behind risk recreation, she explains that Early explorers engaged in activities rife with risk and uncertainty and did so willingly. (P.2) Humans need adventure and because of the world today, it has to be created. There are also many different types of adventures, but the types of adventure covered in this essay are mostly related to outdoor adventures. As stated earlier, adventure education is broken down into four

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

different categories and these categories will be used throughout the essay in explaining the typologies of adventure. In all adventure courses, primary goal levels must be established in order to have a clear purpose. Webb (1999) explains that there is not one set primary goal level found within adventure. It is completely dependent upon the program that one is participating in. For example, a student enrolled in an extracurricular state park program will have a very different set of goals from a student enrolled in a university program. Webb (1999) also explains that most recreational goals are aimed at providing recreational enjoyment, education and skill development, and development of moral growth. They also enhance curricular education and assist in the balanced development of the total person and his or her quality of life. (P.3) Hirsch (1999) lists a few different examples of what goals can be found within the remaining three levels of adventure education. Hirsch (1999) explains that in adventure education one can expect to have a Change in sense of identity or self-concept, (P. 15) and is usually associated with an individual learning for a job. Someone who is involved with an adventure development program may experience Learning associated with a generic theme such as cooperation, communication, trust, which is Often (but not always) applied to remedy personal dysfunction. (Hirsch, 1999, P. 15) In adventure therapy, Gillis and Ringer (1999) state that Common goals of adventure therapy include resocialization, reducing criminal offending, treating substance abuse, providing remedy for dysfunctional interaction with others, and improving clients management of their own emotional and social lives. (P.30) Therapy encompasses the most complicated part of the adventure education paradigm and is going to have the most multifaceted primary goals established. Now that the goals of adventure education have been explained, the next step to having an adventure is uncertainty.

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

The second topic that will be discussed is uncertainty and how it relates to the four levels of adventure education. As stated earlier in the discussion by Brendtro and Strother (2007,) adventure is anything where the outcome is uncertain. Uncertainty sometimes may be perceived as an uncomfortable concept, which in reality can be used as a tool to help individuals adapt in grow while discovering themselves along the way. Priest (1999b) notes that: The outcome of an adventure is uncertain when information (critical to the completion of a task or the solution of a problem) is missing, vague, or unknown. For example, on an outdoor journey the outcome is uncertain when the necessary skill or confidence may be lacking; when the leadership influence, task definition, or group morale mat appear unclear; and when the weather might be somewhat unpredictable. These conditions all lead to uncertainty through risk. (P.112) All of these examples given by Priest (1999b) can be found within the four subsets of adventure education. For instance, on therapeutic trips and programs weather is always present and the same is always true for recreation and so forth. Another example is that confidence is something tested on all levels of adventure education in that if an individual tries anything new recreationally, educationally, developmentally or therapeutically, their confidence may need some improvement. A very powerful educational tool used in adventure was mentioned during the Kurt Hahn Address in 2009 by Clifford Knapp on exploration and discovery. Knapp (2009) explained that Teachers shouldnt always give information that students could otherwise find on their own. (P. 276) Knapp (2009) stated that this form of learning is referred to as learning through direct experience and is a very powerful educational tool that involves uncertainty for the students. Uncertainty may be many concepts to many different people; however it is an

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

essential aspect of adventure and always leads to higher level of personal growth. Risk is another very important aspect to adventure and is very closely related to uncertainty. The third and fourth topics to be discussed are real risk and perceived risk. According to Priest (1999b), risk is simply the potential to lose something of value. (P. 112) Risk may be broken into two categories: real risk and perceived risk. Horwood (1999) explained that real risk is the possibility of physical injury or death, but there are also social, psychological, and spiritual risk.(P. 9) Priest (1999b) says that perceived risk is The best estimation of real risk, (P.113) and that For a novice, the perception of risk may be flawed. Fearful people tend to over perceive the risk, while fearless people tend to under perceive it. Only through intensive and extensive experience can a person gain an astute perception of risk. (P.113) There is another type of risk that is involved with normal, everyday life that Carrick (2000) addresses in his article on corporate employees and uses the metaphor of orbitals of hairballs to mimic a typical corporate employees life style and their interaction with co-workers. The orbitals of an individual eventually end up coming so close in contact with each other that they merge and people lose who they are, which another serious risk. Priest (1999a) explains that When risks are low, and competence is high, a condition termed exploration and experimentation exists. (P.159) When this event occurs, it is usually found within a safe and controlled setting that has a well established program that is following its primary goal levels. Priest (1999a) then explains: The key to an experience being adventurous, then, is uncertainty of outcome. In fact, adventure is simply leisure with uncertainty. The uncertainty come from the risk inherent

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

in the activity and becomes challenging when a person applies his or her competence against the risk in an attempt to resolve that uncertainty. Furthermore, people tend to select risks which balance their competence in order that they may achieve optimal arousal. (P. 160) This is a clear representation of how uncertainty and risk are hand in hand with adventure and that in controlled settings, risk is acceptable. Priest (1999a) then represents the two forms of unsafe perceived risk where there are fearful people and arrogant people that create real risks for themselves and others: The timid and fearful people over perceive the risk and under perceive their competence. If we consider that the perceptions of these people to dictate their expectations, then they are likely expecting a condition of misadventure. If the real values of risk and competence dictate the actual outcome, then a condition like exploration and experimentation may result. The arrogant and fearless people under perceive the risk and over perceive their competence. Again, if we consider that the perceptions of these people dictate their expectation, then they are likely expecting a condition of adventure. Also, if the real values of risk and competence dictate the actual outcome, then a condition like devastation and disaster may result. (p. 160) Real risk is a necessary concept that is present during all adventurous activities. Where the adventure comes into play is how much risk the participant actually perceives. Priest (1999a) explained how based on a participants personality, risk may be perceived as either greater or lower than it actually is. In some cases the participant may be right, but when they are wrong on their judgments, danger is in effect. Much like uncertainty, risk is present during all adventurous

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION

activities. How well someone perceives that risk is completely dependent on the level of experience and exposure to the adventure they have had. In conclusion, all four of these typologies are what make up an adventurous program. Goals will give guide the participants as well as the leaders throughout the adventure. Expectations will differ among the four levels of adventure education and participants will walk away with different experiences than each other. Uncertainty is found within all levels of adventure education as well as risk. Whether it is recreation, education, development or therapy, adventure will be met if a program is uncertain, risky, and there are clearly established goals. Adventure is what makes us living and without it, then like Carrick (2000) explained, humans will lose their own orbitals and become nothing more than a robot that has no diversity than anyone else.

THE PRIMARY GOALS, UNCERTAINTY, AND RISK IN ADVENTURE EDUCTION References Brendtro, L. K., Strother, M. A., (2007). Back to Basics Through Challenge and Adventure. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 16, pp. 2-6. Carrick, M., (2000). Preserving the Peach: Exploring Creativity in the Corporate Realm. Zip Lines: The Voice for Adventure Education, 40, pp. 32-40. Gillis, H.L., Ringer, T.M, (1999). Adventure as Therapy. In J. Miles & S. Priest (Eds.), Adventure Programming (pp.29-37). CO: Venture Publishing. Hirsch, J., (1999). Developmental Adventure Programs. In J. Miles & S. Priest (Eds.), Adventure Programming (pp. 13-27). CO: Venture Publishing. Horwood, B., (1999). Educational Adventure Schooling. In J. Miles & S. Priest (Eds.), Adventure Programming (pp. 9-12). CO: Venture Publishing. Knapp, C. E., (2009). The 2009 Kurt Hahn Address: Seeking Deeper Understandings From Experiences. The Journal of Experiential Education, 33(3), pp. 274-287. Priest, S., (1999a).The Adventure Experience Paradigm. In J. Miles & S. Priest (Eds.), Adventure Programming (pp.159-162). CO: Venture Publishing. Priest, S., (1999b). The Semantics of Adventure Programming. In J. Miles & S. Priest (Eds.), Adventure Programming (pp. 111-114). CO: Venture Publishing. Raiola, E., Okeefe, M. O., (1999). Philosophy in Practice: A History of Adventure Programming. In J. Miles & S. Priest (Eds.), Adventure Programming (pp. 45-53). CO: Venture Publishing.

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Shellman, Amy., (ND). The Social Psychology of Voluntary Risk-Taking: A Review of the Literature in Adventure Recreation. Indiana University, Indiana. Webb, D. J., (1999). Recreational Outdoor Adventure Programs. In J. Miles & S. Priest (Eds.), Adventure Programming (pp. 3-8). CO: Venture Publishing.