chapter  4
Learning and teaching in adventure education
ByMatt Berry
Pages 21

This is a bit of a cliché in adventure education, but it serves as a constant reminder that participants benefit most through experience, rather than through the mere transmission of facts. This basic philosophy underpins everything that we do in adventure education. No amount of telling, instructing or directing can replace what individuals learn from their own physical acts and cognitive efforts. However, knowing when to give information directly and when to allow learning to develop more organically is a difficult skill to perfect for the developing teacher or facilitator in adventure education. Specifically, how we learn from experience is a tricky process to pin down. But we should be able to examine experiential learning’s relationship to adventure education by exploring some of its parameters.