The most basic level human beings learn is straight through experience. We give meaning to each event in our lives according to our current needs and belief system. Our experiences are the sum total of our memory of the event and the meaning that we attach to it. What we learn from each sense considered by our belief ideas and needs at the time of the event as much as by the event itself. This helps in explaining why two distinct habitancy can participate in the same event and have fully distinct experiences.
If the sense is sufficiently strong, it can call our current values and beliefs into question. To resolve the ensuing tension, we have four options: learn to be comfortable with our inconsistencies, convert how we view the disagreement straight through a paradigm shift, convert our belief system, or convert our actions to become consistent with our beliefs. convert requires process time. Process time is more sufficient when it closely follows the new experience. A minor adaptation to our belief ideas occurs with minimal attempt and happens rather quickly. Experiences that challenge close held values ordinarily wish more attempt and time to process and often disrupt our state of being during process period. If strong enough, this disruption manifests itself as actions that fall covering our general behavior.
The above view illustrates why the Action/Reflection Model commonly used in outdoor adventure study is often an sufficient strategy for values solution and change. Debrief circles, mini solos, solo, etc. Are examples of structured "reflection or process" strategies. It is highly leading for instructors to remember that reflection must be preceded by a needful experience, and not all experiences are equally valuable. Instructors can facilitate metaphoric learning by scheduling process time after some needful experiences. The "trick" lies in recognizing these experiences at the time they occur, having the power and flexibility to adapt the policy itinerary, and having the human skills to successfully intervene/assist if the situation reaches accident proportions.
Depending on the pupil population, the private student, and the nature of the crisis, instructors may need advanced training in counseling to be successful; hence, the use of trained thinking health workers in wilderness therapeutic programs is needed. Fortunately for most outdoor educators and guides all that is required to a clients with processing their sense is good observation skills, the potential to agenda "down" time immediately following a "valuable experience", and have an attentive ear.
In increasing to a minimum level of fitness and health, safe voyage in a wilderness environment and/or participating in an adventure action wish a minimum level of outdoor and human skills on the side of the participants. The level of each varies depending on the definite action and the environment. The progressive improvement of skills required for safety during these trips also provides the framework for value forming experiences. In outdoor education, instructors originate and carry on a progression of outdoor activities that enable their students to expert the skills they need in order to be at safe and provide an opportunity for them to consciously eye their values and beliefs in light of their actions as they learn those same skills. Metaphoric learning occurs as students strive to expert the outdoor and human skills required to corollary in the trip environment. It is during moments of stress that their character emerges and they find themselves face to face with the questions.
Learn through feel
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