School adventure education

from Wikipedia, the free encyclopedia

The school adventure education (also school adventure education ; abbreviation SEP) represents the school area of adventure education . It pursues the goal of developing appropriate forms of implementation of adventure education for schools. Basic goals are the formation and strengthening of self and partner competence, the reflective assumption of responsibility in the social area, the development of risk competence and the ability to take risks , the creation of a class community as well as the acquisition of methodical competences for these objectives.

initial situation

The school's intentions result from an institution-appropriate transfer of the general objectives of experiential education: The initial idea was the reform of the overly head-biased, seat-bound school lessons with increasing school annoyance, school fatigue and growing refusal to attend school as a result. A survey of more than 3,600 children and adolescents by the risk researcher Siegbert Warwitz showed that 99% of the students expect more excitement and adventure in school, that almost everything that makes this possible is forbidden due to safety regulations. There is a TÜV-tested, risk-avoiding lessons. Accordingly, 82% of 10 to 18 year olds rate their school lessons as boring. Even physical education received this damning verdict with 58% of the answers.

School adventure education is about regaining the complexity of learning, as already postulated and realized by Johann Heinrich Pestalozzi with his three-dimensional approach of learning with “head, heart and hand” and a corresponding rhythmization of the class day. Other countries are already proving to be more progressive in this regard.

According to more recent knowledge, the implementation can be accomplished, for example, by a sensible division of the daily routine into phases of learning, relaxing and integrating playing.

Differentiation from experiential education

Team training in a school gym

The adventure pedagogue Annette Reiners differentiates school adventure education from other offers: “Adventure education is not training in special sports as offered by commercial sports organizations; it is not to be equated with extreme sports, physical education and fitness training, paramilitary activities, survival training, adventure and risk do not take place without pedagogical (pre- / during / after) care ”.

The goals lie in the upbringing and the social, factual and self- education : The "acquisition of individual regulatory ability, which includes the ability of the individual to actively shape his own biography and his relationship to the environment under the conditions of increased uncertainty and insecurity, ... [ the] contribution of the education system to the development of human resources in a changing globalized society as well as the promotion of social participation and equal opportunities ”(team of authors on educational reporting 2008). Education, learning and upbringing are essential terms in school adventure education. As a result, it plays a helpful role in the educational process, which Hartmut von Hentig summarizes as follows: “The answer to our alleged or actual disorientation is education - not science, not information, not the communication society, not moral armament , not the state of order ”(Hartmut von Hentig).

Definition, characteristics and criticism

  • Holistic learning : The school experience pedagogy does not want to start with the deficits, but with the skills and potential of the students. The task or situation posed to the learner makes action necessary. All senses are addressed, in contrast to theoretical learning situations. Thus, not only cognitive, but also emotional and action learning levels (Annette Reiners) are taken into account. It is assumed that “the whole is more than the sum of its parts, that there are phenomena that cannot be explained as a result of a sub-area” (Heckmair / Michl).
  • Learning transfer and reflection : “Reflection is of central importance. Without this, the transfer of the experiences and experiences made into everyday life seems only possible to a limited extent ”(König / König).
  • Nature and ecology : "Since the spaces provided in experiential education also correspond to people's thirst for adventure, they also have the character of a challenge, which, combined with elements of surprise, experiences of success, etc., motivates people to take initiative and do their own thing" (Annette Reiners).
  • Authenticity : “The situations must be serious, direct, concrete and authentic, that is,“ not artificial ”; the responsibility given to the group must be real and not playful ”(Annette Reiners).
  • Challenge character: The school adventure education offers a space of experience in which experimentation and learning are encouraged. This offers great learning potential for the individual student. "Personal characteristics of the individual emerge more strongly than usual in the challenge, in situations of not being able to evade, in the experience of mutual dependency" (King / King).
  • Group orientation: The entire group represents a learning field in which cooperation, team, communication and conflict resolution skills can be tested, applied and learned. A major focus of the SEP is on learning social skills.
  • Principle of voluntariness: “Personal responsibility and self-determination should be given at all times. The individual decides for himself whether he wants to accept the challenge ”(King / King).

E-chain

From the event through the experience to experience and knowledge: the process of experiential learning is described with the help of the e-chain. It says that an event can become an experience with the help of an emotion. The event should have a character that stands out from the other everyday events of the students through nature experience and nature sports, through the group, through special challenges. The experience is linked to a process that affects the person involved and so events are processed and processed individually. Experience can be developed in this context. Reflection and support, adequately instructed from outside, can lead to a continuing learning process that leads to effective knowledge and thus enables individual development "Knowledge is built up from experience (construction) and can be enriched by educational experts (instruction)" (Michl).

Learning zone model

In the learning zone model, the process of learning is illustrated by changing different zones. The inner, so-called comfort zone is characterized by everyday things that take place without any outstanding challenges: "Security, security, order, convenience, relaxation, enjoyment" (Michl 2009). The learning zone, which is also called the “growth zone” (Michl), poses a special challenge that can expand, question or modify what already exists. Learning takes place when the learners are accompanied and supported accordingly. Motivation and appropriate task setting are conducive to learning: "Adventure, the unknown, uncertainty, problem, challenge, unexpected, risk, unplanned" (Michl). In the outer, so-called panic zone , a blockage sets in: "Emergency, injury, objective danger, accident" (Michl). Uncertainty and panic can arise, prevent learning and can also have the opposite effect. “We cannot learn in this area, we just stay frustrated. Everything that lies in it is too far from our personality and too strange and cannot be mastered ”(Senninger).

Experiential scales

The picture of a scale illustrates the relationship between reflection and transfer, event and experience (see Heckmair / Michl). On one side of these scales are the events offered by the school adventure educators. On the opposite side of the scale there is reflection, transfer and experience. The personality of the individual represents the mainstay of the Libra. The events are processed by the individual into an experience (cf. the e-chain described above). For the student the event can become an inner experience and he can shape the content of the event into a valuable personal experience. If only events are offered and implemented without reflection, the scale tends towards leisure education . If emphasis is mainly placed on the evaluation of experiences, the scale tends towards self-awareness in the field of psychological work. The task is to create a learning situation based on experience and to create a balance between the scales. "How can I make a business venture, a program, as must be the behavior and attitude of the line, so that every participant has the experience to experience and then is can also act sustainably in everyday life?" (Kreszmeier / Pfirter).

Learning transfer model

The different models relate to different forms of reflection and thus the processing of what has been experienced. They can be used depending on the event and setting and thus find their value in the appropriate application.

The “The mountains speak for themselves” model is based on the conviction that the transfer of what has been experienced into experience and what has been learned is largely automatic. Nature, such as the mountains, are considered the silent masters. It is up to the participants how and whether they reflect and process their experiences. The task of the group leader is to create appropriate situations and thus enable sustainable experiences. The focus should not be on advice and moderation in the evaluation.

With the Outward Bound Plus model, guided reflection takes place after the activity experienced. It is important to train and promote the ability to reflect and thus to bring about an insight into one's own actions. The transfer from the experience to everyday life should then be carried out. The mental processing follows the action. The task of the team leader is seen in stimulating and supporting reflection. This model is about promoting learning after an acquired experience. Learning takes place primarily in the reflection phase - no longer, as before, in the action phase. Critically, it is seen that it is possible that experiences change through the subsequent reflection and thus an essential potential is lost, which lies in the direct experience and individual processing.

In the metaphorical model, the emphasis is on the eventful action. This is not only offered, but also planned from the perspective of isomorphism (structural equality). That means, the more experiences resemble those of everyday life, the more effectively they can be transferred to everyday situations. Metaphors are all the more similar to everyday situations, the more structural elements match (Schödlbauer). Working with metaphors lets you see a situation from a new perspective and helps you to get out of prejudiced assessments. Messages contained in the selected images can be experienced with all senses and thus help to gain knowledge. Guided reflection is dispensed with; instead, everyday issues emerge in the setting and come up with the help of isomorphism. This enables a transfer that helps to transfer new experiences into everyday life.

literature

  • Rainald Baig-Schneider: The modern experiential education. Stories, characteristics and methodology of an educational counter-concept , Ziel Verlag Augsburg 2012, ISBN 978-3-940562-58-6 .
  • Michael Birnthaler (Hrsg.): Praxisbuch Erlebnispädagogik. Free Spiritual Life Publishing House, Stuttgart 2010, ISBN 978-3-7725-1837-9 .
  • Michael Birnthaler: Adventure education and Waldorf schools. A foundation (= human knowledge and education. Vol. 93). Free Spiritual Life Publishing House, Stuttgart 2008, ISBN 3-7725-1693-9 .
  • Tina Blumenstock: Outdoor Education in Australia and Germany in a school-related comparison. Knowledge State examination thesis GHS Karlsruhe 2000.
  • Annette Boeger, Thomas Schut (ed.): Experiential education in schools - effects and methods. = Experiential education in schools - methods and effects. Logos raffle, Berlin 2005, ISBN 3-8325-0946-1 .
  • Thomas Eisinger : Adventure education compact (introduction to adventure education; profile of the adventure teacher), Ziel Verlag, Augsburg 2016, ISBN 978-3-944708-32-4 .
  • Torsten Fischer, Jens Lehmann: Study book experiential education. Introduction to theory and practice (= UTB 3191 experiential education, educational science ). Klinkhardt u. a., Bad Heilbrunn 2009, ISBN 978-3-7815-1646-5
  • Torsten Fischer, Jörg W. Ziegenspeck : Experiential Education: Basics of Experiential Learning. Experiential learning in the continuity of the historical educational movement. 2nd, revised edition. Klinkhardt, Bad Heilbrunn 2008, ISBN 978-3-7815-1582-6 .
  • Torsten Fischer, Jörg W. Ziegenspeck: Handbook of experiential education. From the origins to the present. Klinkhardt, Bad Heilbrunn 2000, ISBN 3-7815-0998-2 .
  • Rüdiger Gilsdorf, Günter Kistner: Cooperative adventure games. Practical help for schools, youth work and adult education. 2 volumes. Kallmeyer, Seelze-Velber;
  • Rüdiger Gilsdorf: From experiential education to experiential therapy. Perspectives of experiential learning based on systemic and process-oriented approaches. EHP, Bergisch Gladbach 2004, ISBN 3-89797-024-4 (Also: Koblenz, Landau (Pfalz), University, dissertation, 2004).
  • Rüdiger Gilsdorf, Kathi Volkert (ed.): Adventure school. Sandmann, Alling 1999, ISBN 3-929221-61-6 .
  • Norbert Gissel, Jürgen Schwier (Hrsg.): Adventure, experience and risk. Perspectives for sport in schools and clubs? (= Publications of the German Association for Sports Science, Vol. 134). Czwalina, Hamburg 2003, ISBN 3-88020-420-9 .
  • Klaus Halter, Konrad Langenberg: Guided tour. Information (outdoor training). sfb-Bildungszentrum, Dietikon (Zurich) 2007, URL: online (PDF; 2.2 MB) (PDF)
  • Bernd Heckmair, Werner Michl: Experience and Learn. Introduction to experiential education (= experience & learn. Vol. 2). 5th edition. E. Reinhardt, Munich a. a. 2004, ISBN 3-497-01705-1 (6th, revised and expanded edition. Ibid 2008, ISBN 978-3-497-01963-2 ).
  • Hartmut von Hentig : Rethinking the school. An exercise in practical reason. An angry, but not zealous, radical, but not utopian answer to Hoyerswerda and Mölln, Rostock and Solingen. Hanser, Munich a. a. 1993, ISBN 3-446-17553-9 .
  • Willy Klawe, Wolfgang Bräuer: Experiential education between everyday life and Alaska. Practice and perspectives of experiential education in the aids for education. 2nd Edition. Juventa-Verlag, Weinheim u. a. 2001, ISBN 3-7799-1391-7 .
  • Hubert Kölsch, Franz-Josef Wagner: Experiential education in nature. A practical book for beginners (= experience & learning. Vol. 4). 2nd Edition. With illustrations by Barbara Hofmann. E. Reinhardt, Munich a. a. 2004, ISBN 3-497-01688-8 .
  • Astrid Habiba Kreszmeier, Andrea Zuffellato: Lexicon experiential education. Theory and practice of experiential education from a systemic perspective. Ziel Verlag, Augsburg 2007, ISBN 978-3-937210-97-1 .
  • Sabine Lang, Gregor Rehm (Ed.): Learning to experience and think. Workbook experiential education. Francke, Marburg 2010, ISBN 978-3-86827-126-3 .
  • Thomas Lang: Do children need adventure (= children are children. Vol. 13). 3rd, expanded edition. Reinhardt, Munich a. a. 2006, ISBN 3-497-01879-1 .
  • Paffrat, Hartmut F .: Introduction to experiential education . Ziel Verlag Augsburg 2012, ISBN 978-3-940562-81-4
  • Werner Michl: Adventure Education (= UTB 3049 Profile ). Reinhardt, Munich a. a. 2009, ISBN 978-3-497-02070-6 .
  • Waltraut Neubert: The experience in pedagogy (= Göttingen studies on pedagogy. Vol. 3, ZDB -ID 521891-3 ). Vandenhoeck & Ruprecht, Göttingen 1925 (at the same time: Göttingen, university, dissertation, 1925).
  • Annette Reiners: Practical experiential education. 2 volumes. Ziel Verlag, Augsburg;
    • Volume 1: Proven collection of motivating interactive games. 8th, revised edition, reprint. 2011, ISBN 978-3-937210-93-3 ;
    • Volume 2: New collection of action-oriented exercises for seminars and training. 2nd, revised edition, reprint. 2011, ISBN 978-3-937210-90-2 .
  • Thomas Schott: Critique of adventure education (= systematic education. Vol. 5). 2nd, supplemented and revised edition. ERGON-Verlag, Würzburg 2009, ISBN 978-3-89913-705-7 .
  • Cornelia Schödlbauer, F. Hartmut Paffrath, Werner Michl (eds.): Metaphors - expressways, mule tracks and dead ends of learning. Ziel Verlag, Augsburg 1999, ISBN 3-934214-00-2 .
  • Teresa Segbers: Adventure Journey. Build experiences on excursions. LIT-Verlag, Münster 2018, ISBN 978-3-643-13932-0 .
  • Nadine Stumpf: Adventure in school sports. What children want and how they can be realized. Knowledge State examination thesis GHS Karlsruhe 2001.
  • Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects. Knowledge State examination thesis GHS Karlsruhe 1997.
  • Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior. 2., ext. Edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 .
  • Siegbert A. Warwitz: Do children need risks and dares? In: Elementary School. Vol. 34, No. 11, 2002, ISSN  0533-3431 , pp. 54-55.
  • Siegbert A. Warwitz: Growing in Risk. From the contribution to your own development. In: matter word number. No. 93, 2008, ISSN  0949-6785 , pp. 25-37.
  • Björn Zielke: Not just climbing or vacation! Experiential education in the light of brain research (= scientific articles from Tectum-Verlag. Series: Pedagogy. Vol. 14). Tectum-Verlag, Marburg 2010, ISBN 978-3-8288-2228-3 .

Web links

Commons : experiential education  - collection of images, videos and audio files
Wikibooks: experiential education  - learning and teaching materials (English)
Wikiversity: Experiential Education  - Course Materials (English)
Wiktionary: Experience  - explanations of meanings, word origins, synonyms, translations
Wikiquote: Experience  Quotes

Individual evidence

  1. ↑ Hartmut von Hentig: Rethinking the school. 1993.
  2. ^ Siegbert A. Warwitz: Value Creations in Risk. In: Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. 2., ext. Ed., Schneider, Baltmannsweiler 2016, pp. 280–295
  3. ↑ Hartmut von Hentig: Rethinking the school. 1993
  4. ^ Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges. In: German Alpine Association (DAV) (Hrsg.): Berg. 2006, p. 105.
  5. ^ Siegbert A. Warwitz: Do children need risks and dares? In: Elementary School. Vol. 34, No. 11, 2002, pp. 54-55.
  6. ↑ Tina Blumenstock: Outdoor Education in Australia and Germany in a school-related comparison. Knowledge State examination thesis GHS Karlsruhe 2000
  7. ↑ Annette Boeger, Thomas Schut (ed.): Experiential education in schools - effects and methods. 2005.
  8. ↑ Nadine Stumpf: Adventure in school sports. What children want and how they can be realized. Knowledge State examination thesis GHS Karlsruhe 2001
  9. ↑ No single proof of receipt
  10. ↑ No individual proof
  11. ↑ No individual proof