Keynote Speech Synopsis

Pure Adventure - by Mr Colin Mortlock (Day 1)

Reaching a place of strong values requires an inner journey based on three simple questions. Who am I? Where am I going? How do I get there? While the questions are straightforward in nature, obtaining the answers may require deeper reflection and exploration. To help make sense of some of our personal answers the keynote address will suggest ‘a bridge of understanding’ which focuses on three elemental concepts: unity, love and adventure. These elements form the very essence of pure adventure. Whenever and wherever they can be brought together, a fulfilling translation of personal values to personal actions is made possible.

Meaningful and Valuable Experiences Outdoors: Aristotelian Outdoor Education - by Dr Pete Allison (Day 2)

Outdoor and experiential learning means all kinds of things to different people. In this address Pete will look back at some of the key figures to have influenced outdoor and experiential learning in the UK and beyond. Drawing on some of these historical influences he will offer some suggestions regarding the value of outdoor experiences generally and particularly expeditionary experiences in wilderness environments.The main focus will be on values, contributions to society and the ethical environment. This then raises questions regarding the focus of current research which he is critical of and suggests more philosophical work may be valuable. Finally, he will draw on Greek philosophy to propose the value of Aristotelian outdoor education.

The Goslings and the Pendulum: Philosophy of John Dewey from the shores of Walden Pond - by Professor Steven Simpson (Day 3)

One of the ongoing issues in experiential education is the balance between student freedom and teacher control. For example, in environmental education, how much do naturalists, interpreters, and environmental educators provide focused, specific programming and how much do they simply expose students to natural settings and let them explore freely? In the United States, the pendulum recently has shifted away from designed programming toward student freedom, and the primary reason for the shift is the popularity of Richard Louv’s book Last Child in the Woods. This presentation will

  1. briefly summarize Last Child in the Woods,
  2. examine student freedom in context of the purpose of educational programming (i.e., whether the program serves the student, the community, the resource, the agency) and
  3. differentiate the current trend in student freedom with the educator guidance advocated by the father of experiential education theory, John Dewey.