This article reports the findings from a secondary analysis of the data from two qualitative studies conducted by the researcher regarding the self-directed learning experiences of prostate and breast cancer patients. Of interest were possible differences in the descriptions of the participants' experiences that appear to relate to gender.…

This paper reflects on the motivations for doing photography and examines the therapeutic use of photography with various populations. The paper provides an account of how one person was trained as a teacher in the early 1970s but could not find work. He moved into and then out of social work with the elderly in Chicago. Having learned photography…

Responding to an article by Donald Vandenberg (Educational Theory, Summer 1980) on the meaning of the phrase "educative experience" in John Dewey's "Democracy in Education," Chambliss says that Vandenberg misunderstands Dewey's conception of both education and experience. Social and educational implications of Dewey's thought…

Reviews theories of leadership development relevant to the design of outdoor adventure programs for corporate executives and managers. Summarizes likely objectives and methods of outdoor development programs and their theoretical basis. Presents a framework for program comparison that correlates leadership outcomes with learning methods at…

Outdoor education programs help students realize their "wild" nature by linking them concretely with their surroundings, providing stories that explain the natural world, encouraging feelings of wonder, and expanding identification with nature as parts of the world, previously perceived as "outside," become part of the self.…

The author disputes key points about John Dewey's views on education and experience made in an article by Donald Vandenberg (Educational Theory, Summer 1980). In particular, Beckett asserts that Dewey's ideal of growth is thoroughly consistent with his view that education is a lifelong process. (PP)

Describes features of organized camping that are conducive to social learning, including the continuity and variety of the camping experience; planned, goal-oriented experiences; qualified adult leadership; and the informal atmosphere of camping. Stresses the role of small-group experiences as the most important aspect of camplife and social…

This study examined 10 educational outcomes reported by a representative group of 1990 seniors (N=536) who entered a public research university in fall 1986. The project tested an improved set of items reflecting scales of academic and social integration and of intellectual and personal growth developed earlier by Pascarella and Terenzini. The…

Essential features of an outdoor integrated curriculum include experiential learning, whole process, authenticity, challenge, responsibility, and connection with the community. Additional factors that result only from outdoor learning include inescapable consequences, personal growth, and sense of wonder. Problems of curriculum integration include…

This study analyzed a variety of departmental and student outcomes data obtained from faculty and graduating seniors in 27 academic departments at a Research II University. The purpose was to answer two questions: (1) does a strong research orientation by an academic department promote or hinder student learning and growth? and (2) are differences…