Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education

Abstract

We conducted a qualitative study of the experiences of 23 Outdoor Adventure Education (OAE) participants to determine what participants found significant about their course and to what course elements they attributed this significance. Participants experienced personal transformations, which they attributed to spending extended time in pristine nature, separation of the course from normal life, the community that formed among course participants, and the intensity and challenge of the course. Whereas outcomes related to personal growth, as opposed to changes in environmental behaviors (instrumental learning), are consistent with participant motivations for joining OAE courses and with most course activities, transformative learning theory suggests ways in which courses might integrate personal growth with instrumental learning to better foster environmental behaviors post-course.

Keywords:

• outdoor education
• personal growth
• social-ecology systems
• transformative learning
• wilderness education

ACKNOWLEDGMENTS

The authors thank Scott Peters for guidance while conducting the research and Kendra Liddicoat for ongoing discussions about the importance and implications of OAE programs. The authors also thank Alexey Kudryavtsev, Eunju Lee, Jennifer Shirk, Keith Tidball, four anonymous reviewers, and the journal editor for critical review of the manuscript.