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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