Adventure Education as Cultural-Historical Activity: A Study of Experience, Learning and Social Processes in Project Adventure Workshops

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Universal-Publishers, Apr 17, 2006 - Education - 710 pages
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The present study aims to illuminate the way participant learning in adventure experiences intersects with broader social, cultural and institutional contexts, and was guided by the following questions: How is participant experience constructed in a facilitated, small group adventure setting? How is the construction of the adventure experience related to the intentions and orchestrations of the trainer? How is the construction of the adventure experience related to the institutional and social context in which it occurs? This study used grounded theory methodology (Strauss & Corbin, 1998) and cultural-historical activity theory (Engeström, 1987; Leontiev, 1977; Vygotsky, 1978). Activity as an analytic device facilitates the mapping of historical, social and cultural influences on local action, while grounded theory helps maintain close attention to local phenomena. Aside from making methodological advances, I develop several major concepts. First, I identify the object of adventure education as the morally improved and socially interdependent subject. It is this object that defines and establishes the conditions toward which the activity is oriented and must be understood. Second, Participation frameworks position the subjects as interested actors who negotiate and align with one another through the course of different exercises. As an analytic device, participation frameworks help identify the way subjects expect the workshop to conform with their goals, and act on the basis of their expectations. Third, collaborative ideation is the process through which the object of adventure education is realized. There are two sub-parts to collaborative ideation: vertically mediated action, or the ways participants encounters with speech, kinesthetic poses, and physical instruments are orchestrated by the trainer for particular effect; and horizontally mediated action, or the ways participants become resources for each other s learning. These factors reflect a complex process of interaction in which participants experience contradictions between the actions required for involvement in the adventure, and the social expectations they have for situations.
 

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Contents

Kolb Experiential Learning Cycle ELC
27
METHODOLOGY
51
Complex Model of an Activity System
60
Contributions of Activity Theory and Grounded Theory Toward a Hybrid
71
The ConsequentialConditional Matrix
75
Hybrid Approach to GroundedActivity Theory
80
Sample Coding Schedule
95
ADVENTURE IN CULTURAL AND HISTORICAL CONTEXT
106
PARTICIPATION FRAMEWORKTHE SUBJECT VIEW
146
SUBJECT HISTORIES EXPECTATIONS AND PARTICIPATION
182
iamabout Cards
192
The Wall
201
COLLABORATIVE IDEATION
205
Simple Diagram of Collaborative Ideation
207
Vertically Mediated Action
212
The Body as a Mediator
223

Subordinate and Superordinate Divisions of Labor in Adventure Education
114
Lobster Claws
117
SAFER Lanyard
118
Superordinate Division of Labor in Project Adventure Workshops 122 Figure 7 Adventure Education Diagrammed as an Activity System
127
PROJECT ADVENTURE INC
132
Project Adventure Workshop Flowchart
136
Completed Full Value Contract
239
LEARNING IN TWO DIMENSIONS
253
Quadrophenia
280
IMPLICATIONS AND FURTHER RESEARCH
291
APPENDIX B Illustrations of Challenge Course Elements
348
Copyright

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