Abstract:
This article details the process and analysis of a case study, conducted over a six-week period, involving an outdoor education class in an all-boys Catholic, New Zealand secondary school. The questions explored by the case study were the subjective meanings of adventure experiences in outdoor education and the benefits of qualitative research for assessing the value of outdoor education. The methodological techniques used were observation, involving some researcher participation, and in-depth interviewing. Subsequent data analysis was based upon theories of experiential education and adventure education, and concepts of leisure and human agency. The results of the study suggest that the meanings participants make of their experiences, and the value they derive from them, exceed those that may conventionally be sought and measured as an improvement in self-concept. These findings suggest that learning through adventure is potentially valuable as a holistic and life-long form of activity that enhances the capacity to enjoy and engage in living. This is an important extension beyond its often limited and compartmentalised applications, which are rationalised by specific outcome based objectives. A qualitative methodology was indispensable to an inquiry of this kind and warrants further attention in the process of understanding the meanings of adventure and learning.
