Simon - Please read what I said. The reviewer of 1999 did not talk of your new
adventure education or adventure programming 2000. In fact that reviewer talked, as
I said, about adventure programming IN GENERAL and more specifically about the
guides to issues and trends ( title here comes from my memory in haste.)
The point is this. Please read my words. In other words, as I said, this was not
about the new book as such.
Check out the reviews and you will find that my quote was honest and correct. I
have no more to say on this matter.
steve bowles
Simon Priest wrote:
> At 10:58 +0200 2000/01/26, Steve Bowles wrote:
>
> >I also urge us to listen and to view the reviews of this general
> >"adventure programming" work - one such 1999 review from a leisure
> >studies approach sees it as as a "pretence at academic
> respectability".
>
> STEVE, I wasn't aware that a review was written in 1999 for a book that
> came out about two weeks ago (in 2000). Could you please provide the
> citation or fax me a copy? I like to read what was written, before I
> respond to it. Thanks.
>
> AND
>
> At 10:39 +1100 2000/01/27, James Neill wrote:
>
> >What changes have been made from the first edition?
> >Are there are reviews or publication information available online?
>
> The URL http://www.venturepublish.com/books/APR110.html contains a picture
> of the awful cover and the following information about the book:
>
> Adventure Programming
> edited by John C. Miles and Simon Priest
>
> This revised edition of Adventure Education (1991), brings together the
> current ideas of many practitioners of adventure
> programming to reveal the extent of the literature in the field, providing
> insight into every aspect of this ongoing
> movement. Change for society and communities is the altruistic end point
> sought by adventure programs through
> adventurous activities such as outdoor pursuits, initiative activities, and
> ropes or challenge courses which are all discussed
> in this text.
>
> The first section of this book examines the four categories of
> programming--recreational, educational, developmental, and
> therapeutic--from the perspectives of different authors. Recreational
> adventure programs change the way people feel: their
> primary purpose is to entertain, energize, or teach skills. Educational
> adventure programs change the way people think:
> their primary purpose is to bring awareness and understanding.
> Developmental adventure programs change the way people
> behave: their primary purpose is to improve functional actions. Therapeutic
> adventure programs change the way people
> malbehave: their primary purpose is to reduce dysfunctional actions.
> Subsequent sections examine the history and
> philosophy of the field. Sections on social psychology and learning trace
> the theories behind human behavior and change.
> The leadership and administration section considers the tasks of working
> with people and managing adventure programs.
> Sections on settings and clients show the depth of adventure programming
> locations and the breadth of its influence with
> people. A final section examines the world, environmental, and spiritual
> perspectives of adventure programming.
>
> $39.95 1999 Case 514 pages ISBN 1-892132-09-5 Item code APR110
>
> CONTENTS
>
> Introduction
> Section 1 -- Introduction to Adventure Programming
> Chapter 1: Recreational Outdoor Adventure Programs
> Chapter 2: Educational Adventure and Schooling
> Chapter 3: Developmental Adventure Programs
> Chapter 4: Adventure as Therapy
> Chapter 5: A World of Adventure Education
> Section 2 -- Historical Perspectives on Adventure
> Programming
> Chapter 6: Philosophy in Practice: A History of Adventure
> Programming
> Chapter 7: The Creation of Outward Bound
> Chapter 8: Kurt Hahn
> Chapter 9: A History of the Association for
> Experiential Education
> Chapter 10: The Wilderness Education Association:
> History and
> Change
> Chapter 11: The National Outdoor Leadership School: 40,000
> Wilderness Experiences and Counting
> Chapter 12: Project Adventure: A Brief History
> Chapter 13: Development Training in the United Kingdom
> Section 3 -- Foundations of Adventure Programming
> Chapter 14: The Semantics of Adventure Programming
> Chapter 15: Philosophy of Adventure Education
> Chapter 16: Ethics and Adventure Programming
> Chapter 17: Outdoor Adventure Programming and Moral
> Development
> Chapter 18: Every Trail Has A Story: The Heritage
> Context as
> Adventure
> Section 4 -- The Social Psychology of Adventure
> Programming
> Chapter 19: The Essence of Adventure
> Chapter 20: Adventure and the Flow Experience
> Chapter 21: The Adventure Experience Paradigm
> Chapter 22: New Directions for Inquiry Into
> Self-Concept and
> Adventure Experiences
> Chapter 23: Practical Stories in a Theoretical Framework
> Section 5 -- The Learning in Adventure Programming
> Chapter 24: Experiential Learning
> Chapter 25: Integrating Theory and Application in
> Experiential Learning
> Chapter 26: Stage Development Theory in Adventure
> Programming
> Chapter 27: Teaching by Inquiry
> Chapter 28: Sequencing the Adventure Experience
> Chapter 29: Six Generations of Facilitation Skills
> Chapter 30: Processing the Adventure Experience
> Chapter 31: Transfer of Learning in Adventure Programming
> Section 6 -- The Leadership of Adventure Programming
> Chapter 32: Outdoor Leadership Competencies
> Chapter 33: Outdoor Leadership Curricula
> Chapter 34: Accreditation and Certification: Questions
> for an Advancing
> Profession
> Chapter 35: Leadership for Community Building
> Section 7 -- The Management of Adventure Programming
> Chapter 36: Starting Your New Outdoor Program
> Chapter 37: Management and Administration of Outdoor
> Programs
> Chapter 38: Adventure Risk Management
> Chapter 39: Legal Liability and Risk Management
> Chapter 40: Improving Program Quality Through Evaluation
> Chapter 41: Research in Adventure Programming
> Section 8 -- The Setting for Adventure Programming:
> Places for Risk Taking
> Chapter 42: Wilderness
> Chapter 43: Rescue-Free Wilderness Areas
> Chapter 44: Urban Adventure 1989 and Reflections 10
> Years After
> Chapter 45: Artificial Climbing Environments
> Chapter 46: Ropes Courses: A Constructed Adventure
> Environment
> Chapter 47: Kinesthetic Awareness: At Home in Our Bodies
> Section 9 -- The Clients of Adventure Programming
> Chapter 48: Adventure Education for Teaching Cross-Cultural
> Perspectives
> Chapter 49: The Use of Adventure-Based Programs With
> At-Risk
> Youth
> Chapter 50: Adventure Programs in Higher Education
> Chapter 51: Programming Adventure for Older Adults
> Chapter 52: Womenís Outdoor Adventures
> Chapter 53: Adventure in the Workplace
> Chapter 54: Programs That Include Persons With Disabilities
> Chapter 55: Adventure Travel and Ecotourism
> Section 10 -- Extensions of Adventure Programming:
> Environmental Trends and Issues
> Chapter 56: A Synthesis of Environmental and Adventure
> Education
> Concepts
> Chapter 57: The Place of Deep Ecology and Ecopsychology in
> Adventure Education
> Chapter 58: Navigating the Terrain: Helping Care for
> the Earth
> Chapter 59: Enhancing Spiritual Experience in Adventure
> Programs
> Chapter 60: Critical Outdoor Education and Nature as a
> Friend
> Chapter 61: Future Trends and Issues in Adventure
> Programming
> Appendix Resources for Adventure Programming
> Index
>
> REGARDS! Simon Priest, PhD
>
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