Outward Bound and Confluent Education: a Demonstration Project

Home , Bound 2

DOCUMENT RESUME ED 232 836 RC 014 254 AUTHOR Nadler, Reldan S. TITLE Outward Bound and Confluent Education:A Demonstration Project AccentuatingAffective Learning. PUB DATE Aug 80 NOTE 202p.; M.A. Thesis, Universityof California, Santa Barbara. PUB TYPE Reports Descriptive (141) Dissertations/Theses Master Theses (042)

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Adolescents; Affective Objectives;Attitude Chancje; Attitude Measures; BehavioralObjectives; *Demonstration Programs; EducationalHistory; Educational Philosophy; EducationalTheories; *Experiential Learning; *HumanisticEducation; Hypothesis Testing; LearningTheories; Literature Reviews; *Outdoor Education;Program Design; Program Evaluation; *Program Implementation;Self Evaluation (Individuals); Young Adults IDENTIFIERS Life Meaning Survey; *OutwardBound ABSTRACT In 1976 a demonstration projectat the Connecticut Wilderness School integrateda Confluent Education curriculum in Outward Bound type courses, to facilitate affective learningfor a more meaningful and relevant experience.A review of Outward Bound literature identified the needfor affective learningas a significant program constituent.Five similarities in theoryand application between OutwardBound and Confluent Educationwere defined: experiential education;responsibility; Gestalt learning theory (here andnow awareness, learning from frustration/stress/blocks, contactboundary, holism, assimilation, self discovery); re-connection;and purpose. Areas whereConfluent Education could enhance OutwardBound were elucidated:wilderness as therapy; occasions for meanings;educating the wholeperson; self-knowledge/personal relevancy;and experimentation. The demonstration project includedsix paired courses, three with Confluent/experimentalgroups and three concurrentcourses with control groups. Of 72 students,aged 14 to 20, who started,31 (25 male, 6 female) fini.ShedConfluent courses and 30 (23male, 7 female) finished controlgroup courses. All participantswere given pre- and post-evaluations derived from OutwardBound and Confluent Education literature. Findings indicatedthat an Outward Bound experiencewas more meaningful and personally relevantfor groups which utiliz'ed Confluent Education Curriculumthan for groups which didnot. (MH)

*********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** ,i`a(1 e(.3

UNIVERSITY OF CALIFORNIA Santa Barbara

t4"1 00 (NJ N-N

Outward Bound and ConfluentEducation: A Demonstration ProjectAccentuating Affective Learning

A Thesis submitted in partialsatisfaction of the requirements forthe degree of Master of Arts

Confluent Education

Reldan S. Nadler

rommittee in charge:

Professor Stewart B. Shapiro

Professor George I.Brown Professor Mark Phillips arD U.S. DEPARTMENT OF EDUCATION 'PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY August 1980 MW,ATVINALR1JURCP;WIRMAMIN LEN TFR V 1,, InErt hi Lem, 41 v 4da,21,) ate.4'./ f r , r 1 1 t h r , f!,(,1 r,11,,(1 I Onl tlf jr, t urietr cn1,40y ,uprr,v. ceprno1,, ,il1,11'ty

TZ?THE EDUCATIONAL RESOURCES PO, ,lf 4.01, ,fdtf,141 II, dor ti INFORMATION CENTER (ERIC)." poYfun,rrofpfp., Table of Contents

INTRODUCTION Page

Chapter

STATEMENT OF THE PROBLEM 4

REVIEW OF THE LITERATURE 6 Chapter II DEFINITION, HISTORY, AND PHILOSOPHY OF OUTWARD BOUND 50 DEFINITION, HISTORY, AND PHILOSOPHY OF CONFLUENT EDUCATION 59 III THE KINSHIP OF OUTWARDBOUND AND CONFLUENT EDUCATION 68

1. Experiential Education 68, 2. Responsibility 74 3. Gestalt Learning Theory 78 4. Re-Connection 92 5. Purpose 95 IV THE NEED FOR INTEGRATING ACONFLUENT EDUCATION CURRICULUM WITH OUTWARD BOUND 102

1. Wilderness of Therapy 102 2. Occasions for Meaning 112 3. Educatimj the Whole Person 118 4. Self-Knowledge of Personal Relevah,.:v 122 5. Experimeotation 129 V CONFLUENT PROCESS 134

HYPOTHESES 139 VI CONFLUENT EDUCATIONCURRICULUM 140 Chapter Pacie VII DEMONSTRATION PROJECT FINDINGS 167 1. Methods 167 2. Procedure 168 3. Results 174 4. Conclusion 190 BIBLIOGRAPHY 194 APPENDIX 198 List_ of TalAes

Table Page 1 Results of the Effects of Outward Bound 176 2 Responses to the Question: "How do you decide what is reallyimportant or counts in your life?" 182 3 Responses to the Question: "What is your method of trying to makesense?" 182 4 Responses to the Question: "What people, things, really matterto you?" 184 Responses to the question: "What is your philosophy of life?" 184 6 Responses to the Question: "Which of the five statements bestdescribes the quality of generaleffects of the project/ program on you?" 185 7 Responses to the question: "Considering the Wilderness Schoolas a whole, what effect did it haveon your answers to the life-moaning question:1?" 188

iii INTRODUCTION

This study is a report ofa demonstration project blend-

ing two recent educational innovations,Outward Boune and Confluent Education. In education over the years, there

has been apathy and .uninvolvement, criesof irrelevancy,

violence and acting out, and lack of responsibilityamong

students in our schools. The education system hasnot worked for many in Ameiica. Outward Bound and Confluent

Education were created with theintentions to make education relevant and significant,and in addition develop

students who are sure of themselves,their values, and able to build meaningful lives.

A survey of the literature supportingthis study, the

theories behind Outward Bound andConfluent Education, a

theoretical rationale, the projectitself, and its findings are all a part of this m,inuscript.

Outward Bound and Confluent Educationdi ffer in their

methodology and sharean affinity in theory. They have been

prosperous in furnishing vitality, involvementand connectedness in education. More specifically, both disciplines teach responsibility,compassion, and build self-concept.

Outward Bound engages students inphysical challenges in wilderness settings. Courses are usually from tento thirty-five days and are physically, mentally, and emotionally demanding. Only skills that are immediately relevant are taught. Students learn from direct experience in work-

ing with others and individually in encountering the challenges of the wilderness activities.

Confluent Education trains educators and helping pro-

fessionals in human relation skills through workshops,curriculum development, b'ooks and articles, and a graduateprogram. Simply, it puts feelirnr4 and thinking together in teaching and learning. It prizes affective learninfj from one's emoticns, attituds, and values ilon with cognitiv(: learninq ,.rom tii()uhts and int 11

It is this luthor's rioa t-h,t f-11 I11tLIA of

Outward Bound and 'u ucatiorl :;yr' ! relationship. Ottward Bound irovides Confluent Iducation valuable contact with the wilderness environment, involving the natural world as the classroom. This is consistent with Confluent Edur]:ation .7oncepts of holim Ind living' in harmony with nature. (-)utward Bound d I Thii 1UtI1 t:

Education with phyzical activities involvinr!, the whole person, which re1 ea2e new feeling, thoughts, and action4 to learn from. Finally, the (utward Pound pri gramcon- sists uf many, physical risks and challonqs thAt the emotional risks inherent in Confluent trainini.

1 1

a 3

Confluent Education provides Outward Bound withtheory and techniques so instructorscan facilitate for the affec-

tive or emotional side of students, the identificationand expression of feelings, attitudes, values, and potentials

that emerge on a course. This can provide a better assimi-

lation of day-to-day experiences and allowa meaningful and

relevant course for students. An improved transference of

the experience may be the result of this. Confluent Edu- cation can also set the atmosphere for students to attempt emotional risks while engaged in physical risks during a course.

This study is a report of the demonstration project which integrated a Confluent Education curriculum inOut- ward Bound type courses during the summer and fall of1976. It does not purport to yield experimental proof of hypotheses, but rather intends to be an exploratory study designed to respond to issues found the literature and in theory.

The author hopes this study will generatenew research in this area and ref 1re hypotLeses, whichmay assist in design- ing future Outward ly:)und and nfiuert Education 7)rograms and ultimately produce individuals whoare responsible, caring, and will live a meaningful life. 4

Chapter

STATEMENT OF THE PROBLEM

This demonstration projectwas engendered to respond to four areas of necessityidentified within the Outward

Bound and Confluent Educationliterature. The first three

areas are of: the need for furtherresearch. The study,

presented here, will affectthis need in implementationand in its findings.

The last area is themajor problem and focus ofthis study. The problem will bepursued in the literature,

theory, and in itsadministration. The results and impli-

cations of this work, it ishoped, will contribute tothe

research field, generatefurther studies, and permitan improved Outward Boundexperience. The areas are:

1) In Outward Bound there isa need for research dealing with changing the course components and studying theout- comes of this change.

2) In the Confluent Educationresearch there has beena paucity of studies employing the physical sideof a person, more specifically via outdooradventure activities, and using the wildernessas a classroom.

3) In the Outward Bound researchthere i a need for further studies pertaining tothe sustenance,transference, 5

and application of theknowledge and changes occurringon a course, once students havereturned home for a period of time.

4) In the Outward Bound researchthere is an exigence for

the facilitation of affectivelearning during the courses.

More specifically, the identityand expression of emotions, attitudes, values, and potentialsemerging from a course have been unamply emphasizedby instructors to provide for a more meaningful and relevantexperience. REVILW THE LITLI:i,.TUPE

A review of th2 litratureof (jutward bc,un;.!was greatly simplified by ArnnidShore's Outward Bound:

Volume, February 1977. He has reviewed eightv giving the reader firstan ovrview of the research literature,

then a report of what is known aboutacclemic and research

issues, and then summaries ofindividual reports Dfresearch

are presented along with his criticalcommentary of itsre-

search value. Tho premise of Shore's voluilK!is

...by being clear about whatwe know and dy not know about outward Poundon the of t-he research literature, wecan be clearer aly)ut the uses to which current researchcan he put and till? typos of research that wouldbe helpful in the future. Whore, vTii).

Most of the literature isunr,ublished and coversa wide

range of research a.,prouches. Many of the studiesare questionable regarding researchcriterion, chore writes "One must conclude,o7r,rall,that the ,eseirch literatur- of Outward bound (1-;borc p. 1. This author's ,leiondetAL7e ;Ilore's j.; ;rate- fully acknowledged and madethis task easier.

The following slecti,:ereview is organized underthe four aross identif:ied in t,he pr()h10111. 7

Area One: In Outward Bound there i a need ur reearch

dealing with changin progra7Ti components and Lhe outcomes of this chancTe.

In this sectin there wt11 ' a rcsentatai

relevant research aono and th(HuaI iok .t types f rt.search needed in the future.

Outward Bound programs have beenused very ,,:ften in

working with troubled youths andadjudicated youths. Kelly and Baer in Outward BoundSchools as an Alternative_ to In-

stitutionalization for AdolescentDelinquent Bols, 19-

(Shore, p.309) in an elaborate roport for theMassachusetts Youth Authority, bat3od th irproje t on the belief thdt

negative self-concept, lacke ' personal identity, and in-

effectiveness of I-alk therapy indicatedthat delinouents might well bontAlf_ t:om fheoutwa lound experie%.,

found that the rate c')f. for delingu.mt: w:.e. had

an Outward r Lf r.o. L-; .;

eontr(..J1

fleq a and ter.:

SociJAI C j..,11 ;Cho 11: found that studenti-; ina t,i or it :;t'ilff,)1 cours,:2 self-concept improvedI or almost all st Uc lint s.

This improvement Aowever,t was statistically significant only cor those students withpoorer self-c()ncer,ts than 8

others at the start. Additional controlswere needed for the effects of testing inthis study.

Kelly and Baer in Crime andDelinquency, October 1971, (Shore, p. 319) conductedanother study with 60 students going to Outward Boundschools and sixty students staying

in the institutionsthat they were chosen fromas a control

group. The recidivism rate for the OutwardBound groupwas 20% compared to 42% from thecontrol group. It also showed

a correlation that mean age at courtappearance and mean age for first commitments wereyounger for the recidivists

than nonrecidivists, indicatingthat Outward Bound may have'

a greater impact on students committingcrimes at a later

age. Some of the variables in thecomparison groups were not taken into account in thisstudy. t Donald R. Johnson reports inan unpublished thesis of 1972, entitled "Evaluation ofTwo Adventure Programs"

(Shore, p. 298) , that surveying severalprograms he found

that objectivescan be examined in three specificareas: 1) Personal growth confidence, maturity, and initiative;

2) social functioningtgetting along and acceptingothers; and 3) physical functioning - better physical fitness. He

developed hypotheses fromthose objectives and testedthem in the evaluation. He found that atleast 50% of partici-

pants felt their confidence andinitiative increased and

tJ 0 3 9

participants had stronger and more meaningfulrelationships with other group members at the end ofthe course than at the beginning.

Reagh Wetmore carriedout his doctoral researchin the summer of 1972 by studying the"Influence of Outward Bound School EXperience on the Self-Concept of AdolescentBoys" (Shore, p. 480). This study isone of the more carefully designed and useful empirical studies of OutwardBound, but the results are weakened by the absenceof a control group. Wetmore administered the Tennessee Self-ConceptScale to 291 students at the Hurricane Island Outward BoundSchool before, after, and six months following the end of thecourse. He

found significant changesfor the various selfscores

(physical, moral, family,social, etc.) with theexception of the self-satisfaction from the TennesseeSeif-Concept scale. Six months laterfewer of these itemswere significant. He found no relationshipbetween change in concept and social background,leading to the conclusion that Outward Boundcan be employed successfully withboys from rather different-backgrounds. There was a closere- lationship betweeninstructor ratings and theTennessee scale data. He found that 95%were favorable to theprogram six months afterthe course,from asurvey he sent out. Joseph R. Schulze wrote "An Analysis of theImpact of 10

Outward Bound and Twelve HighSchools" in 1973 (Shore,p.

423). Some schools sought to improvesocial and racial

relations among students,others to improve social and

racial relationsamong students, others to improve student- staff relations, to upgradea sense of class and school

unity, or to promotea specific activity such as conserva-

tion. In drawing from observations, reports,and question-

naires, Schulze found that the overallclimate of the school improved; that the impacton students was impressive; and

that Outward Boundwas a vehicle for curriculumreform. Solomon Cytrynbaum and KathyKen in "The Conncticut Wilderness School Program: A Preliminary Evaluation Report,"

June 1975 (Shore, p. 220) mounteda quasi-experimental study of forty-nine wildernessstudents and a roughly comparable

control group of fifty-fourstudents utilizing a background questionnaire, semantic differentialratings, behavior ratings, and an outcome questionnaire,They found that stu-

dents participating in the wildernessprogram recidivated less, had fewer arrests inthe six months following the program, got drunk fewer times, used drugsless, and utilized service agencies less thanstudents in the control group.

They concluded that"...these preliminary findingsdo suggest a general trend favoringthe students who havehad a wilderness experience"(Shore, p. 226). Cytrynbaum and Ken's study took place in thesame program as the author's study.

tJ 11

Sveinn A. Thorvaldsonand Malcolm A. Matheson In "The

Boulder Bay Experiment"(no date, Shore,p. 470) matched two tpes of correctional forest camps, a conventionaland an Outward Bound type. They found that the OutwardBound group had more non-viclators of the law and less majorvio- lators.

Herb C. William and RonY.R. Chun in "Homeward Bound:

An Alternative to the Institutionalizationof Adjudicated

Juvenile Offenders" FederalProbation, September 1973,

pp. 52-58 (Shore, p. 486)found that 20.8percent of the

Homeward Bound grouprecidivated as opposedto 42.7 percent of the control group. The Homeward Boundgroup was com- prised of 178 boys and the control group had 75boys. They also found that the HomewardBound boys recidivatedat a later age than the controlgroup. The design of this study was minimal, although their findingswere very similar to Kelly and Baer (1971).

In 1975 Robert PattersonNye, Jr., completed his dissertation on "The Influenceof an Outward Bound Programon the Self-Concept ofParticipants" (Shore, p. 373). Eighty- four male and femalestandard course participantsat the

North Carolina OutwardBound School were comparedwith a similar group of high school students enrolled ina non- remedial program insummer school. He found self-concept 12

increased significantly and, three months later,the scores still differed significantly from pre-testscores. Also there were few self-concept differences betweenthe males and females.

The most extensive research on Outward Boundhas been on its effect on self-concept and self-esteem. This has been the main focus ofnumerous studies in the literature. There is still a rich resource of areas to beexplored. What follows are examples of other types ofstudies found in the literature.

One area is teachers and the effect ofOutward Bound on them. There are few in numbereven though Outward Bound schools have been attracting clients toTeacher Practicum courses for severalyears. In 1969 William F. Unsoeld in "Director'sReport: Experiential Training of Teachers" (Unsoeld,p. 12) ,assessed the experience of 106teachers who attendeda 3-5 week Out- ward Bound Practicum. This course includedboth the standard experience plusa debriefing workshopon the personal and professional implications of theexperience. Question- naires, observations and interviews sixmonths after the course produced evidence that the teacherswere "warmer, more secure, more daring, more flexible in theirclassroom procedures, and more willing to give studentsresponsibility 13

for defining their own education" (Unsoeld,p.19). Glen Hawkes, Joseph Schulze, John Delaney,Trudy Schulze, and John Woodbury wrote Evaluationof Outward Bound Teacher's Practica, Summer 1969 (Shore,p. 275). They concluded that theparticipants were moreempathetic towards

students and more interestedin providing teachingrelevant to them, the teachers'self-confidence increased, theywere

more relaxed with students,and more willing to sharethe teaching-learningprocesses with students.

Robert Godfrey for hisdoctoral dissertation atthe University of Northern Colorado in 1972 wrote "OutwardBound: A Model for Educational Change" (Shore,p. 253) . The focus was on 126 administrators, teachers, and pupils fromColorado

Springs School District,Number 11, who participatedin

short-term seminars. Data were gathered bymeans of ques- tionnaires which were analyzed so the "findings"are somewhat tentative. The major conclusionswere: 1) Educators

grew personally and improvedinterpersonal relations; 2)or- ganizational change was stimulated; 3) traditional activities of Outward Bound were valued less than interpersonalrela- tionships; 4)the initial positiveresponse of the experi-

ence "had an enduring quality"(Shore, p. 253). James Merit Stuckey completed his 1975 dissertationon "Changes in Self-Description of Teachersas a Pesult of an 14

Outward Bound Experience" (Shore, p.460) . This correlation- al survey of 39 male and female teachersfound that age, sex, and Outward Bound School attendedare not significant as variables contributing to differential changesin personality descriptions on the Gough Adjective changesin personality descriptions on the Gough Adjective CheckList and on'a questionnaire of personality and behavioral changesnoticed by participants ninemonths after thecourse. There were several significant differencesfound in the interactions of these variables.

Keener Smathers did a study in 1975 on "Outward.Bound in the Profession-J Education of Teachers"(Shore, p. 438), focusing on twelve studnt tenIiers who tooka three-week Outward Bound course. He found they registeredsignificant positive improvements on a self-rating scale whichmeasured

self-confidende, receptivityto others and involvementof students in the learning processes. The results werecom- pared with two groups of interested ardnon-interested non- participating student teachers. The equivalence ofthese three groups was never established and misleadingstatements renders this study'sfindings very weak. There is a strong need for further studyof the impact of Outward Bound on teachers. This need is displayedby the increasing number of teachers attractedto the Outward Bound 15

experience in recentyears. The questions of: Does the Outward Bound experience change a teacher's teaching,and how can a teacher include parts of the Outward Boundexperi- ence in their own teaching? stillneed to be answered.

Also, in the literature ofOutward Bound thereare some

contrasting studies otherthan has been cited here. A few

of these research topicshave been the effects ofOutward

Bound on moral judgementby Winkie, 1976 (Shore,p. 489), Outward Bound used for therpy.or rehabilitation forspecific groups (Bernstein, 1972) (Shore, p. 181),(Cataldon.d.), (Shore, p. 197) ,Outward Bound in relationto physical education objectives (Ismail, 1966) (Shore, p. 292) , and Outward Bound in Colleges (Medrick,n.d.)(Shore, p. 360).

Two other studies thatare pertinent to this study have

to do with the developmentof an evaluation forOutward Bound. Paul Harmon in "TheMeasurement of Affective Bduca-

tion," 1974 (Shore,p. 271) designed an instrument tomeasure

the behavioral changesinduced by an Outward Boundcourse. Harmon writes, "We expect thiseffort to become an ongoin4

part of Outward Bound" (Shore,p. 271) . During the early stages he gave special attention to the identificationand measurement of affectivebehavior change. This was done by gathering Outward Bound personnel together in workshopsand asking them to identify their own goals, and realizingthe

final results will taketime. They encounteredtwo problems.

4'1 4;(,) 16

"First we must decide what specific, observablebehaviors may reasonably be taken as an outward sign of an innerat- titude. A second problem associatedwith developing cri-

ter.ion items is theterrifically practical problem ofmeasur- ing the behavior inthe field" (Shore, p. 272). What was

finally developedwas a s2.t of checklists al-licitmeasure af-

fective behavior chanceon a standard Outward Boundcourse. It could be filled outby instructors,course directors, or students. Evaluation of Outward Boundhas oiways been dif-

ficult,and this studyattempts to design ameasurement solely for this experience.

In 1975 Mary Lee Smith,Roy Gabriel, James Schott, and

William L. Padia wrotean Evaluation of the Effects ofOut- ward Bound (Shore, p. 451) . They report that "Thesestudies (past research) have beenimpaired by a variety of design limitations, so thata definitive empirical demonstration of program effects hasyet to be made. The present study was undertaken at the relues.t ofthe Colorado Outward Bound

School to make sucha demonstration.... The purprJses of the study were to defineand measure Outcomes of Outward

Bound, and by usinga quasi-experimental research design, to determine whether thseoutcomes were caused by theprogram" (Shore, p. 451).

They selected four principalvariables as outcome

4 ) 17

criteria, which were chosen "...on the basisof interviews with staff, analysis of program documentation,previous

-evaluation studies,and the published objectivesof the program" (Shore, p. 451). They were self-esteem,self-awareness, self-assertion, and acceptanceof others. Scales were constructed from these whichwere statistically reliable and

valid. Shore wrote about this study,"the authors have developed scales which go directly to the heart of theobjec-

tives of Outward Bound"(Shore, p. 160). They car:ried out this study on three Ccilorado Outward Bound Schoolcourses with an eligible populationof 620 students. Evaluations were sent to si7udentnevery two Lefore their coarse and some after. The average rlte of returnwas 77 percent. Their findings show thatOutward Bound hasa positive impact on self-assertion,this scale was significant on all three couryes. Statistically significantpositive effects on self-esteemwere found for two of the three courses. Some partial, but weak evidenceexists for the effect of Outward Boundon the participant's acceptince of others, and the studyfailed to showany impacts on the participants' self-awareness(Shore, p. 162). All of the research cited thus far,as the reader will discpver, has examined the cLfects of OutwardBound with dive..:se groups in vlrious stetings. The emphasis has ben 18

on the results of Outward Bound to the exclusion ofcourse components and their relationship to the outcomesof the experience. Outward Bound has been studiedwith adherence

to its standard constituents. This author has foundvery few studies in theliterature altering programcomponents in order to examine theirconsequences.

Kelly and Baer (Shore,p. 168)in 1968 in writingabout further research in OutwardBound say:

There should be furtherarticulation of the Outward Bound methods andprinciples of education. As the demand fornew types of Outward Bound programs continues theremust be some guidelines for developingthese programs. What educational principlesof Outward Bound must be retained inany modification of the standard program?

In his introduction to OutwardBound: A Reference Volume, 1977, Arnold Shorewrites:

It (Outward Bound) has focusedon disciplinary issues (self-concept,self-esteem) to the vir- tual exclusion of theirrelationship to program- diatic issues (length ofcourse, mix of activities, and nature ofinstruction). There have been few attempts to linkoutcome measures with program components and very little statistical analysis in this senseas opposed to statistical reporting. (p. 3)

This demonstration projectfocuses on that problem by studying the alteration ofone program component. The nature of instruction ischanged, and the outcomesare investigated. The exigency of this studyis cited by Shore: 19

Very much needed isa study of instructo.Ls and a new recognition of theneed to pay closer attention to instructorsin studies involving more widely rangingtopics: For we still know very little about OutwardBound instructors and how critical (or not)they are to positive Outward Bound experiences. (r. 5) The instructors in thisproject have specifc training, skills, and ideology. They are trained in counseling and

human relation skills, andpresented a Confluent Education

curriculum on the courses,to accentuate affective learning.

It is this change in theprogram components (the nature of instruction) with its relationshipto the outcome measures that is explored here.

Area Two: In the Confluent Education researchthere has been a paucity of studiesemploying the Physical side ofa person with an action-oriented education,more specifically via outdoor adventure activities,and using the wilderness as a classroom.

In this :-;ection therc? will Lea review the n,.:,,earch found intheliter,i ure, and then brieflyhow reearch in wilderness settings utili:dngan outdoor cldventure curriculum is consistent and valuable to the ConfluentEducation learning theory. This review is limitedto the area of

Confluent Education ;Ind doesnot include research done in the "Humanistic Education"or "Affective Education" fields,

I 20

although they a.:e somewhatsimilar.

The studies surveyedhere are all from the Conflueent

Education library atthe University of Californiaat Santa

Barbara. The author scrutinized eighteendissertations and thirty theses thatwere submitted in partial satisfaction

for the :lasters of Arts andDocLoratu of Philosophy degrees

in education. The finiin s will not he reportedhero, btt only the subject matter,as the topics aro diverse, and

only a minority of them yieldempirical results. As of

yet, there is a great number clfresearch studies ong,iing,

or incomplete among graduate students,and not a part of this review.

The majority of these studiestake place in, or are

related to, classroom edueatir. The studies surveyedcon- sist of: four dealing with teachers,two with teacher training, eight with classroomteaching in general, and

one dealing :;th affective test performances,one with in- dividualized learning, one with counselorsand Confluent

Education, one on the split brain theory,two with religion,

one with oral and written communication,one on development

growth, one on creativity,one with Confluent Education concepts and families,one dealing with remedial math,one with science, one focusedon fiction, two dealing with

Gestalt concepts, onedealing with change ineducation, two 21.

dealing with issues ofwomen and feminism, one f i 1 iy

about child trth, and two dealing withalcohol.

Of the nearly fifty studies examined, onlyfive emphasized an action-oriented educationor performing Orisical activities.. One study focuses on the body, espcially the

diet. Another study concentrated on actions using the ;1L(.-

dium of dance. Two studies limelighted a Confluent Ecilw,

tion approach to Physical Education. The last study accentuate action-orientd education, use( Ithe wiLL as the classroom.

This study was in r:JIrtil

tion entitled, "Wild-!r ess

Exploratory :.-i;taciv with J.1at ions to,. Lcarhii,

Involving Life Meanings, !nvtronment 11Eduf7aL:(,n, ani A,-

titudes," by Dco.rid (;e(.,rgi in (-t(-_6(.r 19n. udy contributed in maw! 4ays to this study beia(i retorted.

There are two other works in (oI1 fluent. Educatin that

focus on the physial aolf, use an action-orientedcurri- culum, an0 are based in the wilderness. Both of those

works are in process and not part of the lite More in (7---

fluent Education yet. These works share concepts and

methodologies to those of this author. One study in the making is "Outdoor Leadership for junior HighSchool

dents" by Phil Von Phul. The other work is John flu i

f 22

qualifying paper for his dissertationentitled "Confluent Education and Outward Bound" done in 1976. Huie's paper has been an important asset to this study. He examines the theories, both similar and dissimilar ofOutward Bound and Confluent Education. As of this writing hehas not carried out a study, but his writings and conversationswith this author have beenencouraging and stimulating.

Huie's work approximatesthis study moreso than Georgi's and Von Phul's. Huie's foundation intheory helped generate this demonstration project. The difference in thisstudy and Georgi's and Von Phul's is the distinctionbetween Outward Bound programs andwilderness programs. Georgi and Von Phul (which this author contributed to) usewilderness backpacking and a solo activity. Georgi helps clarifythis distinction by writing, "Wilderness Learning Programs emphasizingmore hazardous activities such as Lowenstein describes(Outward Bound), require specialized leadershipskills and training and lie outside the scope of the present inquiry"(Georgi, p. 142).

When Confluent Education commenced, it was simplyput as the merging of thinking and feeling in theclassroom. In Left-Hand Teaching: Lessons in AffectiveFducation, 1974, Gloria Castillo speaks to the need forattention to affective skills. She writes:

0.! "s, 0 23

Traditionally, publicschools have had as their main focus thedevelopment of cognitive skills. But today many expertsin education as wellas in a growing numberof other fields insistthat the development ofcognitive skills is not enougll (p. 11).

George Brown (1971), the founder ofConfluent Education

writes about the union ofthinking and feeling andhow this takes place. He writes, "It should beapparent that there is no intellectual learning withoutsome sort of feeling, and there are no feelings without the mind's being somehowin-

volved" (Brown, p. 4) What is lacking here isthe action component. Every action (physicalor behavioral) generates

a corresponding feeling andthought and viceversa. In the

past, the action cOmponentof Confluent Educationhad not been given much attention,as the review of studies indicate. Actions were viewed as a compliment to thoughts andfeelings, but not recognized as a source or catalyst forthese domains. In the 1920's JohnDewey wrote about learning by being involved, and otherconcepts similar to modern Confluent

Education premises. Even with that, though, the acknowledgement of studying feelings has only recently been acceptedas a valuable learning tool. In this same developmentalpattern, physical actionsare now being accepted asa popular past- time and educationaland therapeutic activity.

Society's desire forphysical actions isilluminated in the Perrier Survey of Fitnessin America, conducted by Louis 24

Harris and Associates, Inc., reported in theLos Angeles

Times, Part III,February 9, 1979,p.8, by Will Grimsley. The survey reportsthat:

93% of parents surveyed thinkit is vital that their sons and daughtersstay in top physical shape. - The pursuit of physical fitness hadbecome a national pastime, with 90 million participants in America,a growth since 1961 from 24% to 59% of the adult population. - Parents are as anxious for theirdaughters to participate as theirsons. (Grimsley, Part III,p. 8)

In the social services,physical actionsare a valuable

constituent of many therapeuticrecreation programs, colleges, universities, schools, hospitals, clinics, and private,non- profit agencies. The wide'spread use andpopularity of Out- ward Bound and like programs, testify to this. Action-oriented therapies are emanating utilizing running and skiing,as an example. The recent attention paid toaction-oriented education and the physical self in Confluent Educationis consistent with theemergence of body and movement therapies,

present now in the humanisticpsychology field.

Confluent Education has beencalled, "education for the whole person." Promoting growth for peoplethrough attention to their thoughts, feelings, and actionspermits this type of learning. The acknowledgementof action components as an integral part of Confluent Education,and de- serving further exploration,is apparentnow, as the new 25

brochure describing the program, says it "integratesthoughts, feelings, and actions."

Another facet of an Outward Bound program that isconsistent with Confluent Education learning theoryis contact with natureor a wilderness environment. One of Confluent

Education's foundingstones is from Gestalt therapy. In

Gestalt, a goal is toattain clear perception betweenself and the environment, breaking down the blocks thatlimit this. The wilderness providesone with a view of nature, its proceedings and connectedness, without theinterferences and interruptions thatm-ln can bring. Joel Latner (1973) in The Gestalt TherapyBook wrote,

In Gestalt therapy, realityis understood to have the same qualityto it that is in nature, the physical universe...Thebasic principles of behavior in Gestalttherapy emanate from what has been calledfree-functioning in nature" (Latner, p. 38).

Gloria Lastillo (1974),a confluent teacher, writesabout what she finds lackingin schools:

There are few schools designedaround natural settings, and in thosethat are, the settings are usually used in traditionalways: children learn in classroom, walkin the halls, playon the blacktop. In such environments it isdif- ficult for the childto experience nature in any way that matters to him. He has no way to develop values, for livingin harmony withna- ture when he lives inan environment that locks it out. (Castillo, p. 150-151) A need for these types of studies is gererated inGeorgi's 26

(1978) work. He writes,

...There is littlecomparable research that seeks to explainhow the wilderness context affects the content ofthe learning process. This lack of researchhas been discussed by people in the field quiteoften." (Georgi, p. 80) Georgi's dissertation isthe only work among all the

Confluent Education researchthat used the wildernessas the setting for his classroom. This author feels thereisir a need for more studies linkingConfluent Education with wilderness settings.Nature impregnatesone with a wealth of cognitive, affective,and action stimuli to drawfrom in the learning process. Teaching and learningseem both easier and more sensiblein the outdoors. Confluent Edu- cation,and education ingeneral, are just beginningto tap the rich potential of thewilderness as a classroom.

John Huie (1976) summarizesthese thoughts in his writings.

One of the most effectiveways to become aware of basic realities- natural feelings and in- stincts, primary needssuch as hunger, sex, aggression, and contact isto experience directly the world thatman did not make.... Outward Bound, therefore,seems to be a logical exten- sion of many of the basicconcepts of Gestalt theory and ConfluentEducation. Outward Bound applies rather literallythe notions of Conflu- ent Education by makingthe world out-of-doors the classroom- the natural world of streams, canyons, wind, sun, fire,trees, mountains, hills, water, and rocks. This is a manifestationof holism, of experiencingself-in-environment, of being in contact with one'sown inner nature and with the outer world ofnature. (Huie, p. 18) 27

This concludes thissection. Many of the topics were covered here briefly, because they will be dealtwith in more depth in later chapters,and also some of the information is overlappingin its makeup.

The demonstration project reportedhere, hopefully will

enhance the research field relatedto action-oriented education and using the wildernesswithin Confluent Education.

A question for further researchrelated here is, What affect would physical riskshave upon emotional risks?

Area Three: In the Outward Bound researchthere is a need for further studies pertainingto the sustenance, trans-

ference, and application ofthe knowledge and changesoccur- ring on a course, once students have returned home fora period of time.

This section reviewsthe literature to determinewhat are the long-range effects ofOutward Bound for students.

Most of the researchassesses the value of thecourse, before and after, there are not many studies evaluating theeffects over time.

In 1968 Kelly and Baer (Shorep. 313) showed that Out- ward Bound has sustainingeffects, as 20% of theOutward Bound group recidivated while 34% of the controlgroup recidivated. Recidivated for them meant,returned to the

Al 28

institution. They foundan improved idealized self-concept "I would like to be"(p. L.05) as wellas present self- concept "I am" (p. L.01) in the nonrecidivistsusing the

Semc_ntic DifferentialSurvey. They write, "...itmay be

that concomitant improvement forboth conceptsare a neces-

sary condition for long term behavioralchange" (Shore,p.

313). In addressing the issue oftransference of the Out- ward Bound experience Keelyand Baer state:

Generally, students donot intuitively and/or immediatley see the relationshipbetween e.g. climbing a mountainand the issues whichconcern them back home. The most obviouscase of this is the city-dwellerwho talks of the absence of mountains or lakes in hisblock. This concrete approach is quite prevalentand takes time to overcome. (Shore, p. 316)

In their conclusion theymake the poignant remarks,

How does one move Outward Boundfrom the wilderness retreat to the urban environment? Proce- dures are needed for maintainingand developing some of the changes begun during thecourse. Out- ward Bound's effectivenessand fUture develop- ments depends or how it dealswith such issues. (Shore, p.320)

Richard A. Heaps and ClarkT. Thorstenson wrote "Self- Concept Changes Immediately andOne Year after Survival

Training" (n.d.)(Shore, p. 278) about an Outdoor Survival

course at Brigham Young University. They used the Tennessee

Self-Concept Scale andadministered it before,after, and one year following the Survivalcourse. They found,

33 29

...the positivechange in'self and behavioral evaluationswere maintained one year following participation in survivaltraining. However, the subjects' evaluationof themselves asa family member droppedslightly, and theirper- ception of their socialselves improved. (Shore, p. 278) These results demonstrate some of the sustenance of theexperience.

Heaps and Thorstenson alsocite findings about theap- plication and transference of the changes and knowledgefrom the course back home.

There are some subjectiveindications from student reports, however,that during the first several months followingtheir return from the field some studentsexperience a significant drop in the effectivenessof their psychological and social functioning. These months are usually followed by a gradual andapparently difficult return to improved functioning. Two implications seem important: 1) a post-survival experience is needed to facilitatemaintenance of positive changes', and 2) changes duringsurvival may serve as a model for further changeor reestablishment of changes lost soon after the experience. Further research into thisarea would have definite implications for survivalprograms being used in therapeutic settings. (Shore, p. 278)

A unique endeavor and studywas done in Great Britain in 1970. It was felt that the review ofOutward Bound fell into two 7.ategories; 1)the way in which OutwardBound training is applied and 2)the effect of that trainingon those who attend courses withrespect to its relevanceto education and industrial training. A special committeeasked Professor Basil Fletcher and the University of Bristolto

34 30

undertake a review of this secondcategory. The findings are reported in "Students of Outward Bound Schoolsin Great Britain: A Follow-Up Study," University of Bristol,School of Education, 1970, by B.A. Fletcher(Shore, p. 243).

Fletcher reported onsome studies already doneand special pilot studies to test a questionnairethat was developed. He then sent questionnaireinquiries of 3,000 students and their sponsors from the Outward BoundSchools at Ullswater, Aberdovey, and Moray. Views expressed by students were approximatelya year after their course. Replies were received from 87% ofsponors and 78% of students. In estimating thesuccess of the course the students figure are:

87% consiered thecourses highly successful 11.6% considered thecourses successful 1.4?3 considered thecourses were a failure. (Shore, p. 244) Another question on the survey was theinfluence of courses on character development. Fletcher's findings were: A) 86% of students belivethey had increased in self-confidence duringthe course and 70%of sponsors reported theirobservation on thischange. B) 78% of studentsbelieved they had .increased general maturity and in 73% of sponsors reportedtheir observation of thischange. C) 64% of students believed they hadbecome more aware of the needs ofothers or improved ability to mix their well, whilst 43%of sponsorsre- ported their observationof this change. (Shore, p. 244) 31

Fletcher (1970) alsoexamined the persistence ofinfluence of courses. he writes,

The students estimates ofpersistence of influence does not vary much betweenthe best and the worst students although the worst studentsare much more critical of their courses than thebest. In this high estimate of persistence ofinfluence there is no significant difference betwen the figuresfor students from different backgroundsor of different ages and histories. (Shore, p. 245)

In estimating the duration ofinfluence of an Outward Bound course five years after they have finished it,Fletcher found that 64% of thestudents said it would last for life; 32% said severalyears; and 4% said several months.

The findings are valuableto the Outward Bound literature, but they do not demonstratewhat kind of influenceor more

important the quality of theinfluence of Outward Bound. In which ways does the experiencepersist and in what degree?

Fletcher's study speaksto the sustaining value ofOut- ward Bound, but doesnot touch the kinds oftransferences and applications.

Mary Anne Wakefi ld Smithwrote her disserta- . tion on "An Investigationof the Effects ofan outward Bound Experience on Selected Personality Factors and Behaviorsof Iiigh School Juniors" (Shore p. 444) . Her study involved fifty juniors in high school participating ina 21-day Out- ward Bound course. They were giveninstruments testingper- sonality factors, before andafter the course, andseven and' 3 2

a half months later. Smith also studied OutwardBound's

effect on school attendanceand academic achievementmea- sured by grade.pointaverage, against that of a randomly selected controlgroup.

In her findings, Smithreports no significant differ-

ence in the Outward Bound group'sselected personality factors, school attendance patterns, and grade pointaverage, as compared to the controlgroups.

Smith was very specificin investigating thetrans- ference and application of Outward Bound knowledcfe and skill at home. In finding no difference inparticipation or non- participation in OutwardBound in students, this studyis valuable in the OutwardBound literature.

Reagh C. Wetmorewas cited earlier for his 1972 study of the "Influence of Outward Bound school experienceon the self-concept of adolescent" (Shore, p. 780) . He gave a pre test and post test to 272 students ofHurricane Island

Outward Bound School. The Tennessee Self-ConceptScale was used. A follow-up questionnairewas also sent to the students six months after theirparticipation. Wetmore's results,

...indicate statistically significantpositive relationships between thescores on the Behavior Rating Scale and thescores on the physical self, moral self, social self,personal self, self- satisfaction, behavior, andtotal self scales." (Shore, p. 482)

1 33

Simply put, there was a positive change inself-concept. Six months later fewerof these items were significant,

demonstrating an attenuationin Outward Bound sustenance. In addition, though, 95c, of students resPonding tothe follow- up queltionnaire reported favorableeffects of the Outward Bound experienceon their lives (Shore, p. 482).

A study cited earlier is useful inlooking at thetrans- ference of the Outward BoUnd experience. Cytrynbaum and Kea

in "The Connecticut WildernessProgram: A Preliminary Evalu-

ation Report" in 1975found, "...few meaningful andsignifi- cant changes over time inanlyzing data from the semantic differential sacles," theyadministered (Shore,p. 81).

They found encouragingresults though in theirOutcome questionnaire.

...students participating inthe wilderness program recidivated less, had fewerarrests in the six months followingthe program, got drunk fewer times, used drugsless, and utilized service agencies less thanstudents in the control group." (Shore, p. 81)

In this study no significantchanges were found in personality traits, but in theactions of students after theirex- perience was over.

The Connecticut WildernessSchool has acknowledgedthe restricted va.Lue ofmerely on Outward Bound experiencein a student's life. They were one of the firstprograms in the States to 'employ an intensivefollow-up program for students 34

to facilitate the transferenceof coarse learnings intocom-

munity applications. Weekend courses of climbing andcanoe- ing, slide shows to parents, jobplacements, counseling,

reunions, and Outward Board scholarshipsare all a part of

the follow-up program available to studentsto help reinforce

and continue the learnings from theirwilderness experience.

John Flood,the Wilderness Schooldirector, has said, "An

Outward Bound course is an isolatedexperience to a student,

they need to see its application inevery day use, and that's

what our program attempts to do"(PerSonal communication,

1976). This thought is reiteratednow in demonstration by

many prograr., employing an intensive follow-upto the Outward

Bound course. The Appalachian School of Experience inPenn- sylvania and Project S.T.E.P. in Floridaare just a few examples of this.

Robert Patterson Nye, Jr., citedearlier, wrote "The Influence of an Outward BoundProgram on the Self-Concept

of the Participants" in 1975 (Shore,p. 133). He gave the

Tennessee Self-Concept Scale to thirty-eightmales and

forty-six females before, after, andthree months following their standardcourse at North Carolina Outward Bound School.

He found "Self Concept increasedsignificantly and, three months later, the scores:still differedsignificantiv from pre test scores" (Shore,p. 134). Nye's study gives empirical 35

proof that the Outward Bound experience issustaining for three months followingthe course. Is there a point in time though, that the experience is notsustaining?

Richard Weiderwrote "Evaluation Report: Outward Bound Pilot Project,"(Shore, p. 473) in 1976. The New York Youth Bureau sent a small number (6) of studentsto the North Carolina OufmardBound School. These youths had

the lowest scores on the CoopersmithSelf-Esteem Inventory. Weider administered thesame test to these students after

the course and six monthslater. In his findings, Weider reports no significant increase in scores betweenthe pre- and post-tests,but, "...therewas a significant increase between the pre-test scores and scores recorded sixmonths after the program"(Shore, p. 167).

Weider's findings raisesome interesting possibilities and questions. His data suggest studentsdid not havea change in self-esteem after the course, but that itdeveloped in the six months afterthe course. W( ider writes,

This,then, raises the question ofhow much this improvement in esteem can beattributable to the Outward Bound experience. Also, in what way did the experience make an impacton the participants?" (Shore, p. 170)

This study showsthe reader 'gain that theresults of the Outward Boundexperience are mixed andas of yet in- decisive. 36

John Rhoades, (1972, Shore,p. 391) who was cited earlier, in writing about Outward Bound transferwrote, ...there is little realevidence of programmatic concern in Outward-Bound for thethe issue of transfer. Far more attention is paidto what happens during acourse than to what the student is able to take homewith him in attitudeand behavioral change. That transfer is becoming a concern of Outward Bound isclear from the directioh research isbeginning to takeas more and more follow-up studiesare being done." (Shore, p. 394)

In this review of theresearch, the author perceives

the transference,applications, andsustenance of the Out- ward Bound experience to be varied and inconclusive. There are just not enough studiesyet, exploring these issues. For further research, thisauthor has three recommendations:

1) More follow-up studieson the duration of Outward

Bound's effect, and theintensity and type ofinfluences students receive. This is imperative,especially if Outward

Bound is continued to beused in a variety of settingswith different populations.

2) There needs to benew methodologies, activities, and procedures to enhanceand continue the Outward Bound

learnings, once theexperience is over. Then there needs to be studies to measure the application, sustenance,and success of these new follow-upactivities.

3) There needs to benew techniques or methods developed within the Outward Boundcourse to help augmentthe transfer- 37

ence, applications home, andsustenance of the Outward Bound

experience. The outcomes of thesenew methods need to be

measured, of course, inspecial research projects.

New research in thesethree areas will maximize the

potency of the Outward Boundexperience for student's utili- zation back home.

The demonstration projectreported here, explores and

implements new methodologiesduring an Outward Boundcourse that may have implicationson the transference, applications,

and sustence of theexperience. It is not within the realms of this study to test thishypothesis, but its research,

theory, execution, andresults may generate furtherresearch in this area.

Area Four: In the Outward Boundresearch there isan exigency

for the facilitation ofaffective learning duringthe courses. More specifically, the identityand expression of emotions,

attitudes, values, andpotentials emerging froma course have

been unamply emphasized byinstructors to provide fora more meaningful and relevantexperience.

In this problem is thechief component of thisdemonstration project reported. Does nourishing the affective components of a course enrich a student's experience? The birth and support of thisquestion are reportedin the 38

literature, while therationale andanswer to the question are attended to in subsequentchapters. First, the term "affect" used throughout thismanuscript needs to be defined. Webster's New World Dictionary(Guralnik, ed., 1974) helps clarify the term. They define itas, a)an emotion of feeling, attached to an idea, object, etc.; b) a stimulus or motive arousingan emotion, feeling, or mood; c) in general, emotion or emotional,response (Guralnik,ed., p. 23). "Affective education" isdefined as,

...the identification forspecific, educational concern of the nonintellectiveside of learning: the side havingto do with emotions,feelings, interests, values, andcharacter. (Brown, 1971, p. xvi) The author findsa distinction between the standard

Outward Bound course andOutward Bound for delinquentsor troubled youths. In the standard Outward Boundprogram the premise is to learn from the experience withoutmuch regard

for what the students willutilize back home. (This topic

was covered in more c,epth inthe previous section.) When Outward Bound is used withdelinquents, the purpose is for rehabilitation or "therapy"corresponding with a desired behavior change back home,to keep the youth out oftrouble. In both instances, affective learning has notbeen made a priority. The writer sees thisas a detriment in bothuses of Outward Bound and that the need may bemore profound in 39

applications with delinquents,where an enhanced behavior change is coveted.

Kelly and Baer (Shore,p. 309) in 1968 were one of the

first programs touse Outward Bound with delinquents. In their rationale for thisapplication they wrote:

...professional workers in the fieldof delinquency have reported on the delinquentsproclivity for action as a solution to conflictand tension. This preference for actionmay explain the ap- parent failure of extent andtraditional cogni- tively oriented "talkingtherapy" to modify the undesirable behavior ofdelinquents." (Shore, p. 309)

This may have been thefailure of "talking therapy"not having an action component,and having to choose either

"talking therapy"or "action therapy" independently.The

ideal situation is the unionof both components,one nourishing the other. Outward Bound wasvery young at this time in

the United States and Kellyand Baer's predilectionbecame the model for other programs. Affective learning whichwould

involve attention andexpression became neglected. The time

spent exploring feelings,attitudes, values andnew potentials was not constructed into the OutwardBound programs.

The omission of affectivecomponents in Outward Bound is best generalized in the writings of Kelly andBaer (1968). They cite:

The de-emphasison exploring interpersonalissues seems to result from both characteristicsof the Outward Bound program andstaff preferences. The Outward Bound schedule isa tight one. As we saw 40

in the climb up the rockface, there is little time left over afterall students have hada chance to perform the task. The time students spend waiting for theirturn invariably remains waiting; rarely does anythingwith interpersonal intensity get started. Moreover, there isan understanding that explorationof interpersonal issues can make taskperformance ineffective, at least in the early stages. Again, because of constraints of time,as well as the fact that real dangers exist withmany tasks, tasks must be performed effectively quitesoon. In isolated instances, for example, insome of the initiative tests, interpersonal issuesare allowed to in- trude upon the effectivenessof task performance. But one's life doesnot depend upon theway the ini-. tiative test is solved. Finally, there are few structures whic:hencourageexploration of interpersonal issues. There are, for example,few times devoted togroup discussions; and not enough time is given to developthe discussion in depth." (Shore, p. 316) Kelly and Baer expoundon one reason for the lack of emphasis on affective learning, that priority is not givento it in the structuring of activities in Outward Bound. Another reason is presented in Ikving S.Greentree III paper, Wilder- ness Survival Training, 1975, (Shore,p. 268) . He reports that:

Presently, the amount ofgroup sensitivity process experienced in an Outward Boundgroup is a func- tion of the specific instructor's skillsand in- clinations to introduce it... (Shore, p. 270). When there is time inan Outward Bound course, few instructors have the skill to facilitatefor the assimilation of emotions, attitudes, and valuesemerging from the experience. In the Outward Bound research there have beenstudies

4 41

that have noted the importance of affective learningand responded to this emotional side in one wayor another. Paul Harmon (1974) cited earlier in "The Measurement ofAffective Education," (Shore, p. 271) responded to the need tomeasure behavioral changes. His title is a bit misleadingas the

major concernswere "...determining the value ofa program, ...determining the instructionalobjectives, ...and with measuring the instructional effectiveness of a program"(Shore,

p. 271). He developed a set ofchecklists, one of whichwas affective objectives, the others were psychomotorobjectives, and cognitive objectives. A problem encounteredwas actually measuring these objectives. The value of Harmon's studyto this study is that hewas one of the first to clarify the objectives of Outward Boundby its own staff and affective education was acknowledgedto have high merit.

Seymour Kenneth Robbins,Jr. wrote his disserationon

"Outdoor Wilderness Survivaland Its Psychological andSocio- logical Effects upon Students in Changing HumanBehavior," 1976 (Shore, p. 400) . He treated the affective sidewith Fankl's Logotherapy administeredto students prior, during, and following the OutdoorSurvival course. This was to determine the endurance of positive changesfrom the course back to society. The results wereinconclusive and seemed to "have little effect in the gain scores andsolving problems 42

during and following the Outdoor Survial"(Shore, p. 408). This is one of the only studies that attemptedto alter the

affective componentsof an Outdoor Survivalcourse and study

its results thatcan be found in the literature. Robbins writes, "Resultsfrom tests of Hypothesis 3 (Logotherapy)

are inconclusive and must be left foranother study where several variables can be controlled" (Shore, p. 405) . His study suffers from lack of clarityin presentation and the

formulation of questions guidingthe research (Shore,p. 144).

The need for Logotherapyto facilitate positivechanges during and after the course is not well developed and thediscussion of therapies studiedis scant and incomplete. Robbins did note the significance ofemotional components in rendering positive changes and itsdevelopment, exploration,and demonstration are pursued inthe study reported here.

In 1970 Eugene C. Nelsonwrote "Predispositions and Attitudinal Changes in OutwardBound and Human Relations

Groups (Shore, p. 367). He studied twenty-eightstudents in Outward Boundcourses, forty-two in human relationsgroups and forty-five ine control group. He explored the similarities and differences between the Outward Bound andHuman Rela- tions groups. The Human Relationsgroups met twice a week for two hours a session for eight weeks, and exporedfeelings and attitudes in thesegenerally intenseencounter sessions. 4 3

Nelson reports, "...it is clear that theOutward Bound course produced substantially more attitudinal change in itsstu- dents than the Human Relations course" (Shore,p. 368). Also, ...the two programs are in many ways more similar thandis- similar" (Shore, p. 369). He concludes: "It wouldseem that.

an excellent synthesis could bemade by combining theOutward Bound idea with human relations techniques" (Shore,p. 369). Richard A. Lovett in"Outward Bound: A Means of Im-

plementing Guidance Objectives,"1971 (Shore, P. 348)suggests in theory the value of the affective componentsin

Outward Bound for GuidanceCounseling objectives. The study as a whole is seriously flawed,but gives insight in application of Outward Boundin new realms.

Lovett argues that OutwardBound provides an excellent context for the work of guidancecounselors. The reasons for this are: A) The stated objectivesof Outward Bound and those of the guidance counselor are consistent andoverlap- ping; and E) where counselors do their work,the school, puts them under cortrol of administrators which strainsrelation- ships with teachers (Shore, p. 123) . He does not elucidate the difference between a counselor and guidancecounselor, which would help deduce the relationship withOutward Bound. Lovett writes, 44

Ideally the instructor(or perhaps one assistant instructor) couldvery well be trained in counseling. Each day new experiencesare presented that participantsmust learn to cope with and with a counselorpresent the 9articipants would .be able to receiveimmediate counsel'ng, either during the course ofevents or more ,-)gically around the evening campfire where thiswriter ha.; found from personal experiencesthat people are and willing to discuss theirconcerns. (Shore, p.348) He suggests that the counselorcan facilitate for students

expressions of their feelingsand attitudes whichare copious

throughout the course. The students can thenunderstand

what is happening to themand be able to learn fromit, so

as to deal effectively withsimilar experiences. Lovett's words to explain this is "learnto cope with (new experiences)" (Shore,p. 349).

In describing other assets ofhaving a counseloron a course, he cites,

What better place fora counselor than to be alone with a student immediatelyafter this experience (solo) and discusswith him the thoughts and concerns whichhave developed over this three day period whenhe has not been able to share themwith anyone. (Shore, p. 349)

The results of this studyare from a survey sent to Outward Bound graduates (39) and a randomgroups (39)of juniors and seniors in highschool. Counseling_ was not a variable explored in this study. Lovett has drawn his conclusions from the survey and'researching theliterature

ij 45

in the Outward Bound and counseling fields. His findings are empirically unsubstantiatedbut have virtue in their

theoretical suggestions. Some of his findingsare:

A) Objectives of guidancecounseling and Out- ward Bound are quitesimilar. B) The Outward Boundprogram is structured in such a way that it fostersthe fulfillment of counseling objectives. C) Students working with guidancecounselors in a program basedon Outward Bound concept would seem to bemore likely to become fully aware of self and others than thosewho participate in a similarlystructured program without the presence of guidancecounselors... 4 (Shore, pp. 349-350)

Lovett's (1971) last conclusionhere is the most germane

to the demonstration projectexplored by this author. He

demonstrates in sketchytheory that with attentionto stu-

dents' emotional side, theirprogram experience can be enhanced. This leads to thenascency of the question: Would there be a difference inprogram outcomes between Outward

Bound students with instructorstrained in counseling and

human relation skills and OutwardBound students withregular instructors? The endeavor to respond to thisinquiry and

its encompassing issues isthe quintessence of thisstudy. These past studies citedare the only ones found in the literature whichhave documented the value ofaffective learning in Outward Bound and responded to this topiceither in developing an evaluation, therapy,or theoretical writings.

Other writers have alludedto, or observed the needor poten-

t1 46

tial for, the facilitation of the affective domain,without actively field testing it. These studies are reportedbe- low.

In an unpublishedthesis,"Evaluation of Two Adeventure

Programs," from theUniversity of Calgary in 1972,Donald R. Johnson identifiedsome needs for future research in the

emotional side of instructorsof Outward Bound typeprograms

(Shore, p. 298). Johnson asks, "Do leaders withhigh scores on warmth, empathy, and genuinenessprovide a more meaning-

ful experience for thosein their group?"(Shore, p. 300).

Johnson's question reiteratesthe need to emphasizethe affective side ofcourses and linking it withprogram outcomes.

Richard Katz and David Kolb(n.d.) cited earlier in

"Outward Bound and Educationfor Personal Growth" (Shore, p. 306), write about the Potentialof affective learning on an Outward Bound course.

Impressive learning couldoccur if interpersonal exploration were encouraged. Since the group composition is heterogeneousand there are a number of intense, sharedexperiences, groups could communicate aboutimportant things. This kind of interchange doeshappen spontaneously, on occasion, and the resultsseem so fruitful and important that itmaybewise to encourage this interpersonal sharingmore explicitly. (Shore, p. 307)

For the interchange they speakof, instructors need to be trained in human relationsskills and be sensitive 47

to the timing when group sharing will be mostvaluable. There are times wheninterpersonal sharing is inappropri- ate and make students less willing to share theirfeelings. Katz and Kold see developing interpersonal competenceand

sensitivity as a way to improvetask performance anda vehicle in personal growth. Attention to and expression

for affective compcnents isrequired for this totranspire. In "The Problem of IndividualChange in Outward Bound:

An Application of Changeand Transfer Theory," 1972,unpublished dissertation, University of Massachusetts(Shore, p. 391), John Stewart Rhoadesspeaks to the issue of instructor sensitivity forthe varied emotional changesstu- dents go throughon a course.Rhoades w;.ites:

What I am arguing for isa balanced course that does have a fair amount ofdisconfirmation, but also providesacceptance for the fact that individuals are in themiddle of a changepro- cess (for some it maymean some major personality and behavior change)and that support for those changes is vitalor else they will not be attempted. (Shore, D. 393) As a principal concept he writes:

The role of the instructor isthe key to the establishment of supportive conditionsfor change involving r9ychologica1safety and trust. The instructoi providesa role model which is central to theprocess of change as students use himor her to identify with during periods ofuncertainty. (Shore, p. 396) ...All the above suggestionslead to the final conclusion thatthe instructor should be highly skilled ingroup process, perhaps as a result of human relationstraining. (Shore, p. 394) 48

Joseph Nold andMary Wilpers in "WildernessTraining as an Alternative to Incarceration" in CalvertR. Dodge's A Nation Without Prison, Lexington, Mass. D.C. Heathand Company, 1967 (Shore,p. 371) expound eloquently in respect to the potential of affective learning in Outward Boundand other organizations with similarprograms.

The small group structure fostersco-operation, and teamwork, and helps buildtrust in human relations. Where staff has been trained in group process the opportunities for reality counseling are many and powerful. There is the right psychologicalmoment. The high impact, drama,deeply stretching experience, has the greatest effect if planned . at critical transition points. Seen as a catalyst, it opensone to insights into oneself, it opens doors tonew experience, it helps one move on.... (Shore, p.372)

The research on Outward Boundis youthful. Only recently has the program's effecton the whole person commenced to be scrutinized. The prominence of affective learning has exuded throughoutthe literature. As the reader canee, the research points to the need for instructors trained in counseling and humanrelations skills to promot/the maturation of affectiveeducation for stu- ./ dents, enabling the identification,expression, and assimilation of their feelingsand concerns. As of yet, there have been no studies to execute this task andassess its value. The affective domainhas an elusive and intangible quality, it is easily observable, but hard toengender, and 49

more difficult to measure. The acknowledgement of affective learning as a significantprogram constituent has effectu- ated this demonstrationproject, to facilitate for its nurturance and to explore itsmerit in Outward Bound. 50

ChapterII

DEFINITION, HISTORY,AND PHILOSOPHY OF OUTWARD BOUND

Outward Bound is definedas

An educational process dedicated to theprinciple that the individual develops self-confldence, concern for others, and self-awareness in the broad scheme of things when confrontedby challenging, shared experiences involvingservice and adventure, (in the North CarolinaOutward Bound Schools's InstructorHandbook, Holmes, et al., 1979).

In the OutWard Bound brochure(1979), which goes out

to all prospective students,there is an answer to'.theques- tion, "What is -0i.ftward Botnd?" It says,

Outward Bound is a unique educationalexperience which leads to anew understanding of yourself, and the fact, that mostof your limits are self- imposed. Through Outward Bound people givethemselves a chance to step out of their old routinesand ordinary surroundings- if only for a week or two or three - and some amazing thingscan happen. Fearful people find inner strengths. Loners discover the joy of working withothers. People who've always said, "I can't,"find out how to say "I can!" Outward Bound yields joy after hardship,builds confidence through experience, bringshigh adventure from hard work, provides challengingoppor- tlinities for you to find out whoyou really are if you want to-know.

The inception of the OutwardBound movement took place

in England during WorldWar II..Its founder was the educator

Kurt Hahn. He developed theprogram to ameliorate five major 51

areas of decline he saw in the world. They were: the decline in physical fitnessdue to modernmethods of transportation; the decline of initiative due to the widespreaddisease of spectatoritis; thedecline in care and skilldue to the weakened tradition of craftsmanship; the decline inself-discipline due to the readyavailability of tranquilizers;and the de-

cline of compassion,a form of spiritual death. Hahn pre- scribed four educationalantidotes for these social ills

that have been used allover the world. These antidotes

are fitness training, wildernessexpeditions, projects, and rescue services.

The seeds for today's OutwardBound programwere nur- tured by the life andexperiences of Kurt Hahn. He was born

to German parents ofJewish descent in 1866. Raised in the

Jewish tradition ofa prosperous middle-class family afforded him certain benefits. He was edut-ated at theWilhelms Gym-

nasium in Berlin andlater studied at ChristChurch in Oxford, England, the Universities of Ber1M, Heidelberg,Friedburg, and GOttingen.

In World War I hewas the private secretary to Prince

Max on Baden, a German federalprince and heir to the Grand

Duchy of Baden. At the conclusion ofthe war, Hahn returned with Prince Max to hiscastle in Baden andhelped him write his memoirs. Prince Max assistedHahn in starting theSalem School, in one of the wings of the castle in Salem,to develop 52

some of his educational ideas. The school set outto train young people to have moral independence, an abilityto choose between "right and wrong," and an improvementin their physical health.

In 1932 Hahn came out publicly against Hitler andwas

areested and imprisoned. He soon was released becauseof

the influence of friendssuch as Ramsay MacDonald,the British Prime Minister, and theMarque of Baden, theson of Prince Max. Hahn then arrived inEngland,exiled from Germany. It did not take him long to start theGordonstoun school, with the help of friends, in Scotlandfashioned upon the Salem School. Here Hahn wanteda school where:

Action and thoughtwould not be divided into two hostile camps;steps would be taken to build the imagination of thestudent of decision and the will power of thedreamer so that wisemen of action will havethe vision tosee the consequences of their decisions;and that no boy should be compelled intoopinions; but it is criminal negligencenot to impel them intoex- perience. (Templia, 1976, p. 4)

In the years that followed thefounding of Gordonstoun,

Hahn added seamanship tothe curriculum 4ecause hefelt it was necessary to introduce youth to danger and adventure,to create a learning environment that would providewhat William James called "a moral equivalent of war." (Hahn had accepted the challenge James put to educators andstatesmen: to discover the moral equivalent of war. James had admitted that war satisfies a primitive longing ofmen; to-lose yourself in 53

a common cause which claims the whole man. Hahn made a'd- vancements to this discovery with the GordonstounSchool and Outward Bound.) Hahn never advocatedadventure as an end in itself, but rather as a trainingvehicle through which youth would mature. It was vital for adventureto be tied together with service to the community and havingskills to be used in emergencies. Through unselfish actionand dramatic rescue situations youths would also learncompassion, an element Hahn thought missing inpost-war Britain.

The Gordonstoun Schoolbecame well established andac- cepted in British education. Hahn then turnedsome of his attention to extending hisideas in other educationalin- stitutions. It was at this time thatLawrence Holt, a head of a large shipping firm, and Hahn merged in theirthinking. Holt was concerned that,although his ships weremanned by highly skilled seamen, they had not been trainedto deal with the hazards theyencountered during the Battleof the

North Atlantic. He found that when their shipswere sunk, the seamen, especiallytheyoung inexperienced men, were often unable or unpreparedto survive the ordeal ofliving in life boats untilthey were picked up.

Holt felt that therewas a duty to create emergencies in order to trainpeople to react to the unexpected. Hahn believed thatemer- gencies represented theconsequences of pru- dence and foresight. (Templin, p. 6) 54

Hahn and Holt using theGordonstoun Schoolas the basic

curriculu, founded thefirst Outward BoundSchool in 1941 in Aberdovey, England.

"The training...mustbe less a trainingfor the sea than a training throughthe sea, and benefit all walks of life." The requirements in athletics and land expeditionswere maintained and to these were added, but not emphasized,the sea-going enterprises together withrescue training: fire- fighting, resuscitation, and sea rescue...for four weeks. (Stewart, 1972, p. 340) Today, there arre more than 30 Outward Bound Schoolsin the world, located on five continents, which providepowerful supplements to traditional forms of education. In the United States there are seven schools, located in Maine,New Hamp- shire, North Carolina,Minnesota, Colorado,Oregon, and New Mexico. The first one openedup on Colorado in 1962. There are also over 300 adaptiveOutward Boundprograms in the U.S., which means part or all of the Outward Boundphilosophy has been "adapted" to a variety of agencies, hospitals,clinics, colleges, and non-profitagencies, etc. Many of these adaptive programs work withspecial populations, mostfrequently troubled youthsor juvenile delinquents. The Wilderness School in Connecticut, where this study takes place,is such an institution, whichwas founded ip 1974. The national standard Outward Bound coursecurriculum consists of a course 21 to 23 days in length,inclusive of students' arrival anddeparture dates, and offeredto the 55

general public, aged16-1/2 and above. Each standard Outward Bound course is formedand trainedas a search and rescue unit available forpublic service.

The Instructor's Handbookof the North Carolina Outward Bound School elucidates the three week curriculum andcom- ponents.

During the first week ofthe course, each student must have experienced thefollowing: A) A statement from the SchoolDirector or Course Director outlining theunderlying purpose of Outward Bound. B) Individual fitness training,conditioning and fitness assessmentthrough such daily activities as running, hiking,ropes course. C) Instruction in: Specialized sa_ety trainingrequired to cope with the specific environmentin which the course is taking place. Field food planning andpreparation. - Use of equipment. - Search, rescue, and emergency evacuationand first aid procedures. - Map and compass and route finding. - Traveling skills appropriateto the environment. - Knots, rope handling, and belayingwhen applicable. Expedition planning andcontrol. - The use, care, and protection of theenvironment. D) An interview with the instructor. E) Training and assessment ingroup effectiveness, teamwork and leadership, throughactivities such as initiative tests, trainingexpeditions, discussions, briefings, and related activities.

After successful completionof this initial training phase, students will beinvolved in the following experiences: A) Expeditions appropriateto the environment and accompanied by theinstructor. B) Solo- a period ofsolitude lasting up to three days and nights. C) A marathon-typeevent appropriate to the environment where weather andother conditions permit. 56

D) Rock climbing andrappelling. E) A final expedition ofup to four days' duration witha minimum of instructor supervi- sion consistent withthe environment and prevail- ing conditions.

Each student is encouragedto keep a journal throughout the course, to record thoughts,feelings, and activities. Instructors provide periodic readings or discussions to help students interpretthe values underlying the course. There is also a servicepro- ject of approximatelyone day's duration, that serves the community in someway. This curriculum outline applies to all men's,women's, and co-ed courses. (Holmes et al.,pp. 5-6)

Outward Bound has branchedout considerably, within their courses, and also with the varietyof adaptive programs that have emerged in the lastdecade. It has been influenced from the human potentialmovement, but only in ways thatare suit- able to its stringent cirriculum. John Huie (1976) , cited earlier, writes,

By comparison with ConfluentEducation, however, Outward Bound is far lesseclectic and probably somewhat less engaged intheory building. (Huie, p. 10) There are Outward Boundprograms now for personal and professional growth for teachers,managers, youth workers, policemen, doctors and lawyers, unionmembers and short courses for women over 30 years ofage and all aged adults over 23 years. In addition, there are specialcourses for the deaf and otherhandicapped, inpatientsof hospitals, people in life changes, prisoners, and delinquents. In a very few adaptive programs in the U.S., innovativecourses 57

for delinquents and theirparents orquasi family therapy courses have commenced. For the most part, however, parti-

cipants in a givencourse are diverse in background andex-

perience. A racial and sociological mix is insuredby a

scholarship program. Many colleges and universitiesnow

give academic credit for Outward Boundcourses in psychology,

forestry, human relations, education,biology, sociology, geography, geology, and environmentalstudies.

Outward Bound is foundedon a number of assumptions.

The Instructors Handbook of theNorth Carolina Outward Bound

School assists in illuminatingthese.

On a philosophical level, itassumes that: one reveres life for having experienced it in real, dramatic terms; - that from such experience one learns to respect self; - that from respect of self flows compassion for others; - that compassion for others is best expressed in service to mankind; On an operational *level, itassumes that: persons have more resources andare more capable than they think they are; a small heterogenous group has theresources within it to successfullycope with significant physical and mental challenges; young as well a8 older adults are capable of critical decision making and responsibility; - more can be learned by presenting problems rather than solutionsor methods; a tii ,? for reflection on experiencecontributes to the formulation of personalgoals and a philosophy of life; - stress and shared adventure are importantcatalysts in the self-discoveryprocess; that significant, long-lastinglearning can be achieved through an intensive,short-term experi- enCe. (Holmes et al., p. 7) 58

In summary, Outward Bound is an action-oriented,ex-

perience-based learningprogram with its majorconsequence enhancing people's sense of themselves. Graduates feel their potency and wholeness as a person. The experienceencompasses an individual's cognitive, affective,and physical abilities. Their awareness of themselves, others and the environmentis usually heightened. All this transpires inless than four weeks. Outward Bound affectspeople on such a deep and meaningful level that some of its significance is notgrasped. It is on this level that a fusion with ConfluentEducation engenders its virtue. 59

DEFINITION, HISTORY, ANDPHILOSOPHY OF CONFLUENT EDUCATION

The aim of Confluent Education is to integratethe realm of emotions, attitudes, and values,the affective domain, with the realm of thought and intellectthe cognitive domain. This bringing togetheris designed toeventuate in any teaching or learning process. Confluent Education educates the whole person. Most people have beentaught to learn solely from their logic or thinking. This process is justone part of a person's potential. An awareness and expressionof the affective domain are needed to create the synthesisof both realms.

"Confluence" is a term whichincludes interaction, integration, and synthesis. "Confluence" can also be defined using the physical image of two streams "flowingtogether" to form one. George Brown, the founderof Confluent Education,

writes, "The putting together ofthe affective andcognitive through conscious teaching acts isan attempt to make both

the educaLlionalprocess and its produc- he student, more human" (Brown, 1975,p. 3).

There have been teachers whohave taught in thisway for years and years and in the past were simplycalled "good teachers." Today teachers, educatorsand helping professionals 60

are trained in Confluent Educationto have students emotion-

ally involved in theirlearning and help themconnect subject matter to real life situations. These teachers emphasizethe sharing of feelings andconcerns about each other and what is

being learned. This process of educationcan allow for authen-

tic communication and thereceptivity for skills andknowledge to be learned and utilized.

The inception of ConfluentEducation began with George

Brown's interest in teachingcreativity. When he came to 4 California from the EastCoast in 1961, hewas invited to the Esalen Institute in Big Sur to do some workshops in theteach- ing of creativity.

At Esalen he met Fritz Perls,the founder of Gestalt

Therapy, who was in residencethere. Brown studied with Perls and became a Gestalt awareness trainer and therapist,and also became exposed to other approachesof the humah potentialmovement. He continued, at thissame time, as a professor of education at the University ofCalifornia at Santa Barbara. In trying to synthesize thesetwo worlds, the possibility ofem- ploying some of the approachesbeing explored at Esalen into public school classrooms becameapparent.

A grant from the Fund for theAdvancement of Education enabled a pilot project for teachersto be run fora year in the late 1960's. This early work in ConfluentEducation began 61

assuming that teachers should be moreaware of the natural relationship between affect and cognitionand of how to utilize this relationshipin.their classrooms. Brown's personal confluence ofchis two interestsengen- dered a small group of elementary and secondaryteachers to meet one weekend a month for an academicyear at Esalen. The teachers experienced a variety of activities fromthe human potential movement. Some of these experienceswere sensory awareness, improvisational theater, a variety ofgroup processes, and attention to the individual througha number of therapeLtic approaches, the primary one beingGestalt therapy: they w ed directly with Fritz Perls. "The projectwas thus an attempt to renew the central tradition ofWestern education - ecalcation for the whole man," writesGloria Castillo, a member of the teacher group (Castillo, 1974,p. 20). The staff members of the projectwould then go backto their

classrooms and try out themost promising affectiveapproaches and report their resultsthe following month. After more than

half a year, thegroup ran out of affective exercisesand began to invent their own touse with their classes.

The project wasvery successful. The Ford Foundation, the parent body for the Fund for the Advancementof Education, supplied a large grant for the Development andResearch in Confluent Education (Drice). 62

"The purpose of thisgrant was, 1) to developa number of projects at various educationallevels which fostered the development ofConfluent Education theory, research, andpractice, and 2) to provide fundsto help the growth of the graduate academicprogram in Confluent Education at the School of Education,Uni- versity of California, SantaBarbara" (Brown, 1975, p.3) Today the Confluent Educationapproach and philosophy has propagated to all corners of the world by way of thegrad- uate program in Santa Barbara, intensive trainings,workshops, special Drice projects,books and journal articles. Each

year the graduate program trainsapproximately twenty-five Masters of Arts students and six to seven PhD students,selected from throughoutthe country and the world.

The philosophy of ConfluentEducation is difficult to

explain briefly, becauseof its eclectic beginnings. Gestalt therapy, humanistic psychology,group process theory, Psycho-

synthesis, split brain theory,Eastern philosophy, education

of the self, and values clarificationhave all influenced the

principles or doctrines of ConfluentEducation. One tenet it

holds is to be continually evolvingand changing and not bea

fixed educational thought. Some of the current goalsor ob-

jectives are stated belowwith further explication comingin other sections of thisstudy.

The most contemporary andsuccinct writingson Confluent

Educationary theory is foundin Getting It AllTogether: 63

Confluent Education by GeorgeI. Brown, Mark Phillips, lnd

Stewart Shapiro in 1976. The authors describethe value of affective learning in detailing its role in learningand teaching.

first, they define whataffective loadings in learning

is. "Affective loadings are emotionalaspects of learning

tasks. When taken into consideration, theycan increase rele-

vance, enrich personal meaning, and broadenunderstandingmore than when the cognitive is thesole focus" (Brown, Phillipsc

Shapiro, 1976, p. 14). Then, they delineate threetypes of affective loadings inlearning. The first deals with the student prior to the learningexperience. It is the concerns, identity, connect2dness,poten-.71, and blockages, likepoor self- concept, that a:1 studentshave, with each beinga unique human being. These characteristics makeup a good part of the student's readiness levelto learn. The second type of affective loadings is thestudent's emotionalresponse to what is being learned andthe learning experience. This comes from direct contact with the subjectmatter. The third set of affective loadings is part ofthe consequences of learning. These include the student's attitudes toward the learning,the values that come from it, andhow the student feelsabout himself in being a learner. 64

A person trained in Confluent Education isaware of these affective loadings and caters to them in thedesign of the learning experience. This educator will helpthe student work through blocks and value the student'sfeelings, allowing him to feelmore potent as a person. The educator

will connect the subjectmaterial to the student'sexistence, allowing more relevanceand understanding. Lastly, the edu-

cator will know how to letthe students feel goodabout the

learning experience andsustain the knowledge. The learning

inifironment and experiencewill be exciting and livelywhen the affective loadingsare used to their educational advan- tage as a positiveresource.

The Confluent Educationprocess has been explicated in three broad goal categories. The first is: "to achieverra- ditional subject mattergoals" (Brown, Phillips,Shapiro, 1976, p. 16). Here, the Confluent approachelaborates on what many good teachers have known and been doingfor many years. To find a way to have the subjectmatter linked to something that touchesstudents on apersonal leveland that may increase aeir motivationallevel. This process utilizes the student's affective loadings. Curriculum methods include fantasies, nonverbal awareness exercises, roleplaying, and

Gestalt exercises, "designedto get the studentsmore involved and motivated in theirlearning. 65

The second goal category of theConfluent curriculum is planned to,"achieve nontraditional-goals ofpersonal and interpersonal or social development" (Brown,Phillips, Shapiro, 1978,p. 16). This goal includes thedevelopment of personal responsibility, personal awareness, andnonmanipu- lative persons. Other objectivesare developing creativity, imagination, and the ability to create and utilizeinternal images. Curriculum units aimedat reaching these goalsare guided fantasies, imagination games,psychosynthesis exercises, Ges'llt awareness exercises, and communicationactivi- ties. An aim of interpersonal communication is developingthe ability to communicate thoughts, feelings, andactions directly and accurately and how to be open tothe ideas and feelings of others.

Additionally, othernontraditional goalsare the development of the right brain functions andawareness of conditioned sex and race roles. Confiuent Education hasgiven attention to the split-brain theory research. Curriculum units have been taught developing and synthesizingboth the left brain and right brain, each with itsunique functions. Interpersonal communication has been facilitatedwith awareness and discussions surrounding the origin andpresent roles on sex and race issues.

Finally, the third goalcategory of the Confluent 66

curriculum is, "the learning ofprocess skill that will help students to attain their own goals. These process skillsare perceived as increasing students' options, thusincreasing their freedom of choice" (Brown, Phillips,Shapiro, 1976, p. 19). Some of these process skills overlap with theskills learned in the first and second goal category. The difference here is the students will attain the skills anduse them outside the classroom for theirown purposes. Internal visuali- zation, communication skills, awareness, and examinationof internal sentences and dialogues are examplesof the process skills. "Education of the Self"is a class at theAffective Education Department of the University ofMassachusetts. The Confluent Education Department has modified thisclass and calls it "Self Science" and it is nowan integral part of the program.

"This process [class]includes recognizing personal patterns of thinking,feeling, and acting, consideringboth the payoffs and negativeconsequences, experimenting with alternatives, andevaluating the results... The purpose isfor students to learn a usefulprocess for acquiring self-knowledge and for increasingtheir freedom from compulsivepatterns of thinking, feeling, and acting" (Brown, Phillips, Shapiro,p. 19) The three goal categories of Confluent curriculumare .separated here, but often all three may takeplace simultaneously in a single unit. Confluent Educationis a process 6 7

that is constantly changing with theaddition ofnew develop- ments in the field, the re-examinationof its values, andthe evaluation of the program. The professors ofthe Confluent Education program in Santa Barbara writea final overview about its applications. They say,

"Like the values base theyreflect, Con- fluent curricula are simultaneouslyin the mainstream of Americaneducation and breaking new ground, perhapsalso contributing to the transformationof American education and of the society it reflects" (Brown, Phillips,Shapiro, p. 20). 68

CHAPTER III

THE KINSHIPOF OUTWARD BOUND

AND CONFLUENTEDUCATION

This chapter elucidates the similaritiesin theory and application of Outward Bound and ConfluentEducation. It is not the aim of thisstudy to expoundon all the commonalities, as they are abundant and far reaching. This author feels, though, that this topic deserves muchmerit and thereis a need for furtherresearch in thisarea. The similarities are divided into fivecategories, but are very overlapping in nature. Any one activity inConfluent Education or Outward Bound may be engenderingthese shared concepts at thesame time. The five parallelismsare: 1) Experiential Education, 2) Responsibility,3) Gestalt Learning Theory, 4) Re-connection, and 5)Purpose.

1. Experiential Education

Experiential Education isnot a new innovation,but the way people learned before the classroom evolved. They were involved in exploration, action, and experiencing,and took to recording theirexperiences and reflections in books. Later generations began to read more aboutthe experiencesof others than having theirown, 69

In the 1920's and '30's people started realizingthe value again of learningthrough experience. One of the

fathers of thismovement was John Dewey. In 1938 he wrote

Experience and Education,andgives an overview of whathad happened in education. He writes,

...The gulf between the matureor adult product and the experience and abilities of the young is so wide th,at thevery situation forbids much activeparticipa- tion by pupils in the developmentof what is taught. Learning here means acquisition of what already isincorporated in books and in the heart ofthe elders. That which is taught isthought of as essentially static. It's taught as a finished product withno regard for the way it originated or how it changes. It is Lo a large extent thecultural product of societies that assumedthe future would be much like the past, andyet it is used as educational food in a society where change is the rule, not theexception" (Dewey, 1938, p. 19)

Outward Bound and Confluent Educationview "experience"

as the chief source of learning. These two programsare seen

as educational innovations, when in realitytheir origins are derived from "experiencing"before the onset of the traditional classroom.

Outward Bound and Confluent Educationboth use "experiencing" as a means for studentsto be involved in theiredu- cation and to learn for themselves. Outward Boundengages students in rock climbing, canoeing,backpacking, living in the outdoors, getting wet, beingcold and tired, being alone, 70

and being part of group decisions. Students learn from their mistakes or the direct experience of theirmistakes. They are physically, emotionally, and mentally involvedin all aspects of living and survivingin the wilderness. As a group they learn for themselves the best and most efficientways te trav- el, make and breakcamp, and cook. Individually students

learn about their role inthe group process and howthey 'fared in the varietyof graduated challenaes.

Confluent Education gets studentsinvolved in their

learning via journal writing,fantasies. becomingaware of their internal dialogues at the moment, and roleplaying, all of which effectuate emotional and personal learning, likethe "experiencing" students ofthe past. An example of Confluem:

learning used frequently isthe unit on slavery. Instead of

learning only the dates,places, and people involvedduring this time period, (cognitive objectives) , students get invol-

ved emotionally with slaveryand learn for themselveshow they feel about it. They will role play beinga slave and slave master and switch roles,or two slaves talking about their

master or plans to leave the plantation,and then discuss

their feelings and sensationsof that experience. Students will have a sense of whatthe slaves and mastersactually felt then. Then, to connect thislearning to the students'present existence, they will discusswhom they feela slave to or 71

master to in their life now. The students comeaway from this learning experience with facts and the personalinvolvement with slavery, which allows them to make decisionson their own about it.

John Dewey writes about changebeing the rule ir educa-

tion. Both Outward Bound and ConfluentEducation rely on

change as a constant educationalstimulus. Change is a cor- nerstone of both programs. Outward Bound employs educational

change with living in thewilderness where eachday brings a

new external environment and climatethat students mustre- spond to. On the physical, mental,and emotional level there are new outdoor adventures each day from canoeingto rappelling. Students are confrontedwith group challenges dayto day from negotiating the navigation, to group decisions,to leading others for a day. This constant adaptionand response to change leave students unable to predictor rationalize the new educationalized experience,which allows fora more meaningful learning.

Confluent Education respects theeducational value of change in theory and inpractice. The foundations of Con- fluent Education theory are taken from Gestalt therapy. One aspect of Gestalt is awareness of the "here andnow," learning from life and its changes from momentto moment. Fritz Perls writes in Gestalt Therapy Verbatim, "Gestaltapproach 79

is that we pay attention to the obvious, to theutmost surface...Just listen to what the voice tellsyou, what the movements tell you, what the posture tellsyou, what the image tells you" (Perls, 1969, p. 57). If a perSon isaware of life, that iseducational in itself. Life and Confluent theory are based on the premise that change isthe rule. Con- fluent Education uses this rule as an affectiveloading and guides students to be aware of change,learn from it,and respond to it. Penis states it in thisway, "This is the great thing to understand:that awareness per se by and of itself- can be curative" (Penis, 1969, p. 18). In Gestalt and Con- fluent Education theory, when a person can respondto change, that exemplifies spontaneity, creativity,growth, and healthy functioning. Awareness, then, is the f.irststep, while responding is the secondstep in growth.

Confluent Education utilizes"change" as an educational tool in practical use in several ways. One is via awareness

and another is throughexperience. A Gestalt technique of

completing theawareness continuum, "Now Iam aware of i.e:, the wind, a bee buzzing, Steve tappinghis foot, my voice getting softer," is usedvery often inConfluent curricula. Students become aware of the change intheir external environment and internally from moment tomoment. Another emphasis in the curriculum is to becomeaware of the changes 73

in emotions, attitudes, and values, withinoneself and between others. This can be done in discussions, drawings,movements, papers, or journal entries. Confluent curriculum alsovalues experiencing changes in emotions, values, and attitudes. It is felt that people learn best when they can experiencepolar- ities or contrast. Fantasies, movements, drawings,and role plays all allow students to see what it feels liketo be someone or something different than themselves, thus learningmore about it by experiencing the change. Confluent Education also encourages students to take risksand try new and different behaviors.

In conclusion then, change,learning for yourself,and involvement in educationare all components of Experiential

Education and common bondsbetween Outward Bound andConfluent Education. Kurt Hahn felt that, "curriculaoverloaded with subject matter were the source of intellectualshallowness" (Rohrs, 1970, p. 133). His answer was

"experience therapy,a form of fresh youthful experience which makes itpossible for young people once again to feel wonder and astonishment and so contemplating,to look outwards and upwards tonew horizons" (Rohrs, 1970, p. 131).

In comparison GeorgeBrown writes,"Growth andchange occur only through the experienceof reality" (Brown, 1975,p. 28).

"It is possible then tohold that nothing isever created. 74

Rather, it is discovered inthe moment of experience" (Brown, 1975, p. 32).

2. Responsibility

Outward Bound and Confluent Educationboth aspire to

producing people who take responsibilityfor their actions. The means that the two programs employ are different, butthe end result of both isa responsible human being.

Responsibility is a cornerstoneof Gestalt therapy.

Fritz Perls spoke ofresponsibility as "the abilityto respond or response-ability." Response-ability is alsoone of the main tenets of ConfluentEducation. George Brown and Kurt Hahn wotld have very little to argue about in comparingtheir educational thought. In many situations theirwritings and thoughts blend tastefully andeloquently. The following is an example in their thoughts about the needfor responsibility in mankind.

The originality and power of these impera- tives [Hahn's experience therapy] in Hahn's teaching lies in theirawareness of the problems of our times, spiritual insensi- tivity and rigidity, due to living ina civilization which makesus helplessly dependent in all sorts ofways without realizing it. Materialistic civilization on the one hand gives us physical freedom and leisure, but brings with ita sense of alienation... Hahn's goalswere "a sense of responsibility toward humanity." (Rohrs, 1970, p. 131) 75

Coincidingly, GeorgeBrown writes,

Reality, at leastoperational reality, should not be conceivedof as a constant. Rather, reality shouldbe existentially considered as being incontinual flux. In order to do this he mustbe able to differentiate between theways he would like things to beor imagines they ought to be, and the way thingsare. What is sought here is more intelligentuse of mind so that individualswill not avoid taking responsibility forthat portion of their existence whereinpotentially they could take responsibility (Brown, 1975, p. 102). The two educators concur on the value of makingrespon- sible decisions in one'slife.

Herman Rohrs in The EducationalThought of Kurt Hahn, 1970 quotes Hahn,

"No great value is placedon the accumu- lation of knowledgeas an end in itself. The fundamental reason givenfor this is that the developmentof powers of judgement is deemedmore important than the acquisition of knowledge... (Rohrs, 1970, p. 133).

Brown writes,"Related to the problemof learning how to

take responsibility is learninghow to make choices andto act on those choices" (Brown,1975, p. 103).

The parallelisms of makingmature decisions and taking

responsibility for one's actionsare very explicit in the writings of Outward Bound andConfluent Educationas the reader can see. Outward Bound uses thewilderness to attain these goals. Students who don't learnto put up their tents well, 76

will get wet. If a crew makesa wrong turn at a trail junction,

the instructors willjust follow them. When a student's matches get wet on solo, he will be givenno more. Students learn responsibility from the mistakes they make andthe direct consequences that the wilderness affords. Suffering direct consequences encourages students to learnand be responsible

for their actions, on theirown, without any furtherprovoca- tions or instructions. Outward Bound also assignsstudent leaders each day, which allows them to practice takingresponsibility and get feedbackon their performance.

Confluent Education teachesresponsibility through read-

ings, discussions, andwritings on the subject. Also, it lets

people take responsibilityby the language theyuse. There is an emphasis to use "1 statements"instead of "you" or "one."

An example is, "Whenyou (or one) makes a mistake,"as opposed

to, "When I make a mistake." This change of vocabularyalluas the person to "own" his or herstatement. Another vocabulary change serving the same purpose is using,"I won't" instead of "I can't." The difference here lies in theperson making a

decision not to do something. People are first madeaware of

their vocabulary andthen are encouraged to use themore responsible way of speaking.

Confluent Education also invitespeople to becomeaware of and take responsibility for their behavior inanother way. 77

This is done through identifyinghabitual behaviors or patterns of behavior and then in dyads or groups discussingand

exploring what "benefit"this pattern is giving them. This process allows behaviorsor patterns to be more of a conscious

decision and not justan unconscious response.

The two programs, although themeans and activities

differ, both have teachingresponsibility as their utmost ambition.

Outward Bound and Confluent Educationdevelop individuals who have the ability to respondto others and the environment and exhibit a lack of dependencec'n others. 78

3. Gestalt Learning Theory

As mentioned earlier, Confluent Education is basedon

Gestalt therapy and itslearning theory. Many of the 146tsic

principles of Gestaltand Confluent Educationare also present in the Outward Boundprogram. This section will elaborate

on these principleS in theory and intheir application. There are six shared constituents presentedhere.

1. Here and Now Awareness

In The Live Classroom:Innovation throuah ConfluentEdu- cation and Gestalt, 1975,the basis of Gestalt is explained.

Gestalt draws upon existentialphenomenology for its

philosophical bases, and worksto develop a person'sawareness

of his present experience. It holds that all cluesto a patient's cure lie in here andnow behavior, and that by

accepting, exaggerating, andexploring this behavior andex-

perience, a person can get in touchwith and work throughemo- tional conflicts or blocks thata,:e preventing his growth and

and further development (BroWn,1975, p. .138).

Outward Bound emphasizes "hereand now awareness" ina variety of wavs. One is that stl,dentsare not usually informed of he next activities they willbe involved in. There is great encouragement from instructorsto stay with the here and a

now, and not worry, prepare, or rationalize forwhatever activities are next,Lut gain as muchas they can from what they are doing.

A second way "here and now awareness" is enhancedis by

the collecting of students'watches the first day ofthe

course. -Students are advised to liveby nature's timeor their own body time and not by conditioned clock times. This allows students to becomeaware of how much sun or darkness

is upon them and howmuch hunger or thirst theyhave acquired, and make their own decisions appropriately,as opposed to

clock decisions. Fritz Perls in GestaltTherapy Verbatim comments on this philosophy.

If you are in thenow, you are creative, you are inventive. If you have your senses ready, if you haveyour eyes and ears open, like every small child,you find a solution (Perls, 1969, p. 23).

A third waOutward Bound emphasizes the"here and now" is via the activitiesthemselves. While a student is rock

climbing, all his attentionis focused in thatpresent experience. Looking for a new hand holdcr foot hold or negotiating

a crack or overhang, becomes thestudent's whole existence. If awareness is not focusedon that moment, it is likely the

student will have much difficulLyccmplting the climb. The weather casts its influenceon students' aWareness continually. If a student is coldor wet, it is important Ilat he knows 80

it and knows what to do about it. Rain changes theway activities are performed and instructors teachand then encourage ,students how to deal with this change in realityeffectively. Andther example is canoeing, which compelS studentsto nego- tiate a changing river with its various rapids, whilecommuni- cating this with anotherindividual. The result is either exhilaration or getting their canoe turned over or stuckon a rock. The activities of OutwardBound, then, demand attention to the "here and now" for the student to complete thetasks.

Confluent Education theoryis based on "here andnow awareness," as it is in Gestalt theory and there isa lot of emphasis put on acquiringthis awareness. In the Confluent curriculum there are awareness exercises toexplicate what is going on outside and within an individual. Students complete the sentence, "Now Iam aware of..." There are discussions of journal writings, or sketchesfocused on what peopleare aware of t that moment, either duringor directly following an exercise or activity. Confluent teachers haveeven developed units for their studentsto answer the question, "Rightnow I'm of, or I feel 81

2. Learning fromFrustrations, Stress, and Blocks

Outward Bound and Confluent Education utilizefrustrat- ing and stressful experiences, along withhelping students work through personal blocks, as learningtools. Frustration, stress, and personal blocks are usuallypresent in the same activity.

Fritz Perls writesabout this phenomenon

...what we again andagain try to do, to frustrate the person untilhe is face to face with his blocks,with his inhibitions, with his ways of avoidingand having sacur- ity in himself (Perls, 1969, p. 41).

So what I do as therapistis to work asa catalyst both ways, providesituations in which a personcan experience this being stuck--the unpleasantness--andI frustrate his avoidance stillfurther, until he is willing to mobilizehis oWn resources (Perls, 1969,p. 50).

Outward Bound usesgroup problem-solving situations, living in the wilderness, and physical activitiesto engender

frustration, stress, and facingblocks. Students learn by

experiencing theseas a group, in pairs, and alone. Group stress and frustration come from making decisionsabout which trail to hike or the speed of hiking, when andwhere to camp, or rest, what to cook, who should cleanup, and dealing with personality and behaviorproblems. While canoeing, students in a pair experience frustration andstress by the ordeal of 82

navigating their canoe through rapids andworking through communication problems. Rock climbing, 2pelling, the solo experience, and the marathon run are allindividual challenges emanating frustration and stress. In all the above activities, whether donein a group, a pair, or individually,students work through personal blocks theyare experiencing. These are different for each student inintensity and activities where he encounters these blocks. The Outward Bound prooram is designed for students to experiencefrustration, stress, and blocks and to have a highsuccess rate at over- coming these feelings. This is where thevalue of Outward Bound lies, asmost students experiencean exhilaration and feel better about themselves, as a resultof working through

the-graduated, stressful,and frutrating challengesthat make up a standard course.

Kurt Hahn wanteQ1 to,

"Have children meet withtriumph and defeat--at first buildingcarefully on their gifts and potentialitiesto ensure success, but later teaching them to overcome defeat inharder enterprises" (Stewart, 1972, p. 325).

The frustration, stress, andworking through blocksin Confluent Education is not brought about in suchphysical means as the Outward Bound program. They are included irthe process of personal growth which most Confluently trainedieople experience. 3eing aware of rolesand p:Itterns of behaviorand 3

trying out new behaviors include blocks,frustration, and

stress. The process of Gestalttherapy, which Fritz Penis described above, is part of the ConfluentEducation process in varying degrees.

Outward Bound andConfluent Education impelstudents to take risks. In Outward Bound the risksare physical and have

their complementingthoughts and emotions. The Confluent Edu- cation risks are primarilyemotional with their respective

thoughts and physical actions. Risk taking, no matterwhat kind, is difficult for people and always involvesfrustration, stress, and working through blocksin different quantities.

3. Contact Boundary

"Contact boundary" isa term that defines where an in-

dividual's personal boundaryand the external boundarymeet or where that contact transpires. Mark Phillips, in The Appli-

cation of Gestalt Principles inClassroom Teaching writes,

Knowing how and when to contactinvolves an ability to discriminate between oneself and the environment andas Penis noted "Contact is the appreciation of differences." (Phillips, 1976, p. 85).

Outward Bound and Confluc.nt Educatir)nboth value the contaa,t of the individual with his environment. Thi.s le is to the awareness of themomert or cnperiencing reality,which was discussed earlier. On this topic Pc:y:1s writs,"The nature of the relationship betweenhim and his environment

determines the human being'sbehavior" (Perls, 1973,p. 16). Outward Bound facilitatesfor this contact of individuals with the environment, in wilderness settings. Partici- pants only have the equipment whichis necessary to survive

in the wilderness andcarry it all with them. This "simple life" of eating, cooking, walking, climbing, running,or

canoeing in theccuLdoors brings preciouscontact with the earth in its natural settings. There are no telephones,tele- vision sets, lights, or other societal commoditiesto block the awareness of thenatural environment. The simplicity allows students to touch theirenvironment and then respond to it in the way that isnecessitted. An appreciation of the wi1.derness and itspower is engendered, along withaccept- ance and appreciation for the selfas a separate entity and at the same time, an element ofthis large world.

Confluent Education strives forthe development of the self. This happens through individuals'awareness of themselves and their environment. Awarenes is the firt step with the ability to respondto the environment as the second step in personal growth. The curriculum utilizes fantasies, awareness exercises, readings, writirvjs,group disensions, and Gestalt training tc, ach4el.ethese goals. The ability to respond tO the environment tfile awiren, of one'::, 85

needs, be it needing to cry, confrontinganother assertively, or changing a conditionedbehavior. The person is aware enough to get a cue or stimulus from theenvironment, and able to know howthat afi cts the selfso to respond back to the environmnt in an effective and responsiblemanner.

4. Holism

Holism is a Gestalt doctrine that values thewhole person and wholeness in the person in all his uniquenessand com- plexity and which sees the person as a dynamic,striving organism in its environment. In an educationalsense, holism attempts to eng je and nourish the individual inall functions and senses. It educates theperson to develop his fullcapa- bilities and respondto the environment ina clean, clear, and effectivemanner.

John Huie, in nis unpublishedmahuscript, "Confluent Edu- ,:2ation and Outward Bound,"writs

The commitment to holism forOutward Bound and Confluent Educationgrows from the belief thatman is connected inextricably with his socialand physical environment (Huif-:!, 1976, p. 17).

Outward Bound engages thewhole person with outdor ad- vonture activities that makeup its program. Huie puts it this way, 86

In Outward Bound theholistic approach is implicitin Hahn's ideology and isexpressed in program structure andinstructor style. There is a genuinecon- cern for the total wellbeingand development of theperson in interaction with hisenvironment. To the degree that theshort, intense Outward Boundcourse allows, the learning experiencerequires mobilization of intellectual,emotional, and physicalresources in the person (Huie, 1976, pp. 16-17).

Confluent Education aimsto develop the wholeperson and actualizes the individual's potential emotionally,intellect- ually, and physically. It views the individualas complete and allows its students to be aware of theconnection and influence of emotions,thoughts, and actionson each other. Learning is easier thisway, as any of these three stimuli can be used as a lesson exploring its connection to theother realms and discussing how, when, and where ittakes place. Outward Bound and Confluent Education both vaTheholistic learnincli bit it is more in theory ti:n in practice. Each pro- -am focuses its major atcontion)11 ono realm and neglects

the levelopment of anotherrealm, Outward Bound emphasizes

lea rx:inj from physiealactions with soff,e attentionto the intellect. The emotj.onal sidegoes 3omewhat unat:ton to, or not to the de,jree whercth,e em.'t.ion,7il learning

rot:Ain d. (.'cinfluent Educ endeavoLn f:(-) inti:Trate 8 7

thoughts and feelings, while the action or physical sideis not given the same consideration. This is thereason why the fusion of these two programs generatesmore holistic learning than either individually and is consistent withbothof their philosophies. The need for this unionis investigated in the next chapter.

Assimilation

Assimilation is =,:encept that is commonto Outward Bound and Confluent Education in both theory andpractice. In describing assimilation,Frltz Perils wrote,

This [assimilation]means that he experiences something, takes itinto his ego boundary and,metaphorically, chews it up and digests whatis useful to him, discardingas waste what is not (Perls, 1969,p. 39).

In Gestalt therapy there isthe helief that what rises

to the 7.1urface of one's consciolasnessaro "unfinished situa-

tions," (-,r 017 riences, :ents, thoughts TInd feelings that

tc) be ass,imilated "finishof off." Pe ple usually

dr)n't have01t-,ke t.nr, tiO actions, or teelinfison tilinqs that happen to thoti.

"unfinished situations" striv tor expression and coLlpletion.

The emergence of this needtends to interrun a 1)erson's fu.tur- al flow of ,:onsciousndss. Evcrvo so af7 timr? Las 88

experi need a disput or argument that sticks withthem and plagues them in othersituations during the day. 'This "unfinished situation"draws energy away fromtne present experience. The "finishing up" of thesesituations is what

P-rls calls "eh wingup the experience," thus allowingmore energy 4Lo be released into thepresent. Confluent Education encourages this process by teaching peopleto be aware of

these "interruptions" andattempt to finish themup through writing, drawing, and roleplaying.

In Outward Bound .the valueof assimilation isdemon- strated by the inclusion of a three-day and three-nightsolo experience. There is no contact withother individuals at this time, as file student is alone in a designated spot inthe wilderness. This is the only time in thecourse that students are alone and not involved in variousactivities. The Outward Bound activities providean overwhelming experience for people. Things happen fast andat times are deep and far- rachin. The solo ,:rJ,;?ri nce Is usallytwo-thirds of the way through the course. The thrc: da7s alone allow eachstudent to reflect and digest :ill thathas ocourred in thecourse. The Mdliv "unOnished situations"have an opportunity to surface and come to completion. The solo experiencecan be very profound f r studentsas many of their experiencesbegin to "sink in" and are put inperspec wi.th the rest of their lives. 89

Sometimes studentsare encouraged to write in theirjournal or write a letter to themselvesin order to remember and

document their assimilationtime.

In writing about needs forstudcn s, Kurt Hahn wrote:

Provide periods of silence. Besides rooms for quiet work Gordonstoun boys walk a mile to service insilence and are encouraged to makespace for conteAlplation and reflection (Stewart, 1972, p. 326). % In 1938, he put it anotherway,

Neither the love of Mannor the love of God can take deep root ina child that does not know aloneness (Stewart, 1972, p. 326).

In German "Gestalt" means "wholeness"or integrating parts to become a whole. The solo in Outward Bound helpspro- vide a "wholeness" to thevariety of experiences, thoughts, and feelings of students. It is the time when thingscome togethet for them. So in effect, the solo experienceis Outward Bound's "Gestalt."

6. So If Disccvery

The last shard prin iJ)le from a1 t Lk2E nin,.1 theory shared by Outward Bound andcpn]=Iuent Educationls self- discovery. Both programs are ,desi,Tn,.:!dto havo their students learn more about themselve. 9U

Confluent Education valuespersonal growth and utilizes

Gestalt exercises to illuminateone's blocks, unfinished sit-

uations, and awareness ofpresent. The Confluently trained

person becomes more aware of himself in diversesituations. This process includes experiencing polaritiesto allow for

more self learning. Usually risk-taking is part of the self

discovering mechanism. Students of Confluent Educationare

encouraged to try new things and do theirncrmal habits dif-

ferently. Confluent Education and Gestalt have similardoc-

trines, as have been written aboutearlier. "The basicaim

of Gestalt therapy is emotional growth"(Brown, 1975, p. 139).

In comparison, Kurt Hahn wrote that, OutwardBound is

designed th "Give genujne opportunitvfor self-discovery"

(Stewart, 1972, p. 325). Outward Bound's methods parallel

those of Confluent Education and Gestalt. The polarities or

contrasts from a student's normal existencelike the weather,

living with strangers, engaging innow activities, eating dif-

ferent food, and from being exhaustedto exhilarated, all en-

hance a student opportunity to learn abouthimself. In addition to using polarities, Outward Boundhas its students tak-

ing risks like rock climbing,rappelling, white-water canoeing,

and living in the outdoors alone. Tnese risks are loore physi-

cal than those of Confluent Educati()n,but sLij1 plovide thct vehicle for discoverIng newaspet 91

Fritz refis spoke of five different laye/sihdivflual "peel off" as they are inlolved in personalgrowth. The', are the: 1) Cliche layer, 2) Synthetic loyer, 3) Impass(_,,

4) Implosive layerand 5) Explosive laye-:. Each layer goes deeper into the person'sexistence until some resolutton emerges 'or explodes.

Similarly, Kurt Hahn speaksfor Confluent Education training when explainingOutward Bound.

The experienceuncover_ the deeper layers of the humalpersonality, which in.our everyday life haveal) too often been overlaid byconventions and civilization (Rohrs, 1970,p. 131). Thus, both Outward Bound And C,)nfluf-,?nt Educatin coTrt. students' exploraticJi oft1,:'.1,11vol in uni 7 Har wa7ls .

Self-discovery is justfr.,ne of theimmy :;1!

by Outward Bound cldConfluu14- Edw:ation that: fitunder broad spectrum of Gestalt philosophy oi chwiry. :t If re pronoungea and written about in ConfluentEdw2atin,

its principles certainlyweave through th(! PiethcA,J1)

intentions of Outward Bound. Fritz Penis and Kurt hahnw at ridinq d wn thesame road but on difte.cen1-. 11( 92

4. Re-Connection

Outward Bound and ConfluentEducation both havea capa-

city to help people"re-connect" with theirown vitality and potency. Students of each programreport a feeling of "tak-

ing charge" of their lifeand an increased appreciationof

life and its wonders. There is a certain releaseof energy that allows students to see themselvesand the world clearer.

Outward Bound approaches this"re-connedtion" withcontact of the wilderness and withone's abundant potential,explored in,the various activities. Confluent Educationuses Gestalt theory and exercises to helpstudents be more aware of themselves and their environment.

There has been more writingon this process in Confluent

Education, although the phenomenonis very common in outdoor adventure programs. In The Live Classroom (Brown,1975), the phenomenon of "re-connection"gets specific attention. It is coined "education for confluence,"

"where...the experience of confluence is defined as being accompaniedby a release of energy, either emotional or mental--usually both--a release which is also experienced insome way in-the body, i.e., it hasphysiologi- cal correlates. This release results from 1) the removal ofsome bfock that was keeping elements of personalityapart, 2) the simple interactionor integration or synthesis (confluence)of two previously separate elementsor, 93

3) the attainmentof an alignment of mind and feelings (Brown, 1975, pp. 136,137). As an example of a removal of a block in outdooradventure activities andthe release ofenergy that complements it, allowing a "re-connection" with life,Waltcr Bonatti,a famous climber, writes about his climbingexperiences. Strong emotion is whata climber lives ,for. Fear and joyare the two strong- est of all. The climber whofeels no fear is very unlucky,for this means he is simply unfeelingaltogether. If he can't feelfear, he certainly can't feel the sublimejoy of victory. It is to conquer fearthat one becomes a climber. The climberexper- iences life to itsextreme limits. A climber is nota crazy man. He is not trying to get himselfkilled. He knows what life is worth. He is in love with living. (Johnny's Notebook ofSelected Writings, 1975, p. 16) In Outward Bound, whichencompasses a variety of outdoor adventure activities, students are continuallyover- coming physical, mental, and emotionalchallenges and blocks. These successes are what allows them to feelbetter about themselves and united with nature at the same time;they are also examples of personal and environmental"re-connections." More on confluence is found in The LiveClassroom. As this experience ofconfluence proceeds, it can energizea person and give himmore "power" to do what he choosesto do. This 94

"power" is experiencedin two ways: as awareness and as activity (Brown, 1975, p. 137).

Outward Bound emphasizesactivity while Confluent Edu- cation enhances awareness. These are the main stressesof each program while both engender "power" from theirrespective programs. Again, the goals of eachare similar while utilizing differing methods.

Confluent Education hasa sister program in the Affect- ive Education program at the University ofMassachusetts. Professors Weinstein and Fantiniof that program have devel-

oped theorems for identity,connectedness and power in education. Confluent Educationor education for the confluence approximates these theorems.

Confluence gives a personmore "power" and control in his life. It also con- firms him in who he is atthat moment (identity) and it worksto link him more surely with others and generally with the universe ("connectedness"). Thus confluence can beseen as the means by which a person's identity, connectedness, and powerare assured and strengthened (Brown, 1975, p. 138).

Therefore, as exemplified bythe above writings, "re-

connection" or confluence ofstudents is augmented inboth the Outward Bound and ConfluentEducation programs. This concept is shared by both educational innovations, even thoughtheir means or methodologies differ. They both bring aboutvitality and potency in the individual.

(4j 95

5. Purpose

The two programs exploredin this study, Outward Bound and Confluent Education,share a similar purpose in ideology and aspirations. This sectioncovers the two basic components that make up thepurpose of each program. They are: 1) to aid in discovering one'spotential and 2) to act asan innovative alternative totraditional education.

Discovering One's Potential

Both programs are humanisticin the sense that they believe human beings have anabundance of potential that is usually left untouched. Students leave the two experiences with a feeling of potency andmore control in their life.

These benefits and ideals arebes expressed by the writings of the three men involved in startingthe programs: Kurt Hahn, the founder of Outward Bound; FritzPerls, the founder of

Gestalt therapy.and the forerunnerof George Brown's Confluent

Education. In describing some of the benefitsto individuals in Gestalt therapy, Fritz Penis writes,

We more and more put himon his own feet, give him more and more power in himself, more and more ability to experience, untilhe is capable of really being himself and coping with the world (Perls, 1969, p. 40). 96

In The Live Classroom, the educational implicationsof Confluent Education.arestated.

First of all, ifwe reconceive education in terms of whatwe have said here, it becomes a 'leadingout' of an individ7 ual's capacities,talents, uniqueness, person into his whole possibilities,and its aim becomes thebalanced development of the personalitytoward intellectual, emotional, social, andmoral maturity (Brown, 1975, p. 151).

As a complement to thesewritings, Kurt Hahn speaksto the aspirations of theOutward Boundprogram.

Success in holding outto ttle end of a contest, rescue service,the completion of a task, a sharedadventure can bring the growing youth intoa fresh relationship with the basic forcesof life, and so lead him back to nature, hisneighbor and himself. Its goal remains essentially the renewal of lifeby imposing conscious and binding formupon the pupils' experience and relations withhis fel- low man. Thanks to this quitenew kind of confidence in theworld and himself, hitherto unrealized forcescan be released and fresh tasks envisaged (Rohrs, 1970, p. 132).

So, Outward Bound and ConfluentEducation value the

abilities of human kind and feelthese resourcescan he "touched" or "led out," allowinga healthier and butter functioning society and world. This is a common ambition that they share andare actively involved in. 97

Innovation to TraditionalEducation

Outward Bound and ConfluentEducation were bothcreated to fill a hole in traditionaleducation. School systems seemed to alienate students and not touch their everydayex- istence. Students saw no reasons forlearning the material

they were given andso lacked interest and motivation. Con- fluent Education developeda methodology to supplement and accentuate traditional learning,while Outward Bound begana unique program educating students outside of theschool con- fines. Modified Outward Boundprograms are now filtering in within the school system. Today both these innovationshave world-wide acceptance andapplication.

John Huie, a PhD candidatein Confluent Education, and, now the Director of the North CarolinaOutward Bound School, wrote about the two educationalinnovations.

It seems to me that thereare many significant similarities inphilos- ophy. Both are heavily influenced by the progressive reformerslike John Dewey. Both are clearly in- debted to the humanistic psycholo- gists and philosophers, particularly William James. Both aim to have a reforming impacton schools, making formc1 educationmore flexible, more uynamic,more experiential. Both are concerned withedu- cating persons inways that affect the total personality andwhich create caring, involved,responsiblo citizens (Buie, 1976, pp. 26-27). 98

Confluent Education's innovative addition totraditional education came from linking cOgnitivesubject matter to

students' emotional side. This engendered more involvement

and the students' feelings and real life Wereconnected to the learning. The methods used for this linking have been des-

cribed elsewhere. Students again began to learn like the

people they read about, by experiencing. Confluent Education

enhances the learning atmosphere and makes educationmore alive.

Compare Confluent Education's addition to traditional

education with Kurt Hahn's writingon the intentions of the

Outward Bound program, in The Educational Thought ofKurt Hahn: Fundamentally the intention is to rescue the gaining of knowledge from the distorted perspective of teaching of school subjects and to link it up with its natural and original motivation in practical needs, personal inclination, the desire to dwell on and think through some topic or other. The knowledge acquired through this living connection with practical need is able to affect the pupil's life and his responsible shap- ing of it (Rohrs, 1970, p. 133). So both innovations here aim to make educatiOn more relevant and meaningful to students than traditional education has.

The purpose and values of Outward Bound andConfluent Education are far-reaching and more encompassing than traditional education. Each aims to educate the whole person and actualize 99

potentials to produce compassionate,responsible, and productive members to our society.

As a last comparison of the similaritiesof these two

programs in this chapter, the auth?rencourages the reader to e)tamine the values and objectivesthat each desire to beget.

Outward Bound's are from The Instructor Handbook,North Caro- lina Outward Bound School, whileConfluent Education's are

from Getting it All Together: ConfluentEducation. The intrapersonal and interpersonal valuesof Confluent Education are summarized together.

OUTWARD BOUND CONFLUENT EDUCATION

1) Peisonal Develo.pment Development of Whole Persons To extend the individuals ...humap beings who are capable ol self awareness by identifyin using their minds and bodies, and his personal limits...to feelitivs to rhe fullest potential acknowledge a responsibility ...continual self-actualizing. to himself and others.

2) Interpersonal Effectiveness Develolment_of _integrated Persons To expand the students'capac- ...whose thoughts, feelings and ity for responding to others, actions are more frequently con- to encourage open and effec- gru('nt than not. tive communications, and construct cooperative relationships.

3) Environmental Awareness 3) Development. of Responsible_Persons To enhance the students' A responsible human being is understanding of fragile na- accountable for her or his own be- ture ol wild areas and to in- havior and is responsive to others, crease their senst. of respon- and is also able toserve others. sibility for their care and preservation. 100

OUTWARD BOUND CONFLUENT EDCUATI.ON

4)'Learnirm to create and main- 4) Devejopment of AwarePersons tain an environment and an ...the use of all sensesto be aware attitude in which the empha- of the external environment, paying sis is on experimentation attention to one's ow_ thoughts and and participation in experi- feelings, knowing one'spatterns... ential learning.

5) Philosophy and. Values 5) DevelopmeRt-of Individuals whoCom- To provide situations andex- prehend and Value the Interdepence periences in which the stu- of Human Beings dents can test and refine their personal valuesand 6) pevelopment of Non-Manipulative which will stimulate them to Persons...development of individuals examine and articulate their who will not use others for their basic beliefs own ends (Holmes, 1979, pp. 8-9). (Brown, Phillips, Shapiro, 1976, pp. 29-31)

The values of the twoprograms are very similar, especial-

ly in the intrapersonal andinterpersonal domains. .Theyare viable innovative alternativesfor what is missing in traditional education.

As demonstrated in the above sectionsof this chapter, there are many agreements in thetheory, philosophy, and appli- cationsof Outward Bound and Confluent Education. This corres- pondence is one of the reasons for commencingthe demonstration project reported here. The author feels that the integration of these programs will mesheffectively. Employing a Confluent Education curriculum.on an Outward Bound course will augment . the experience for the students. It is to this goal that the 101

project was initiated andits outcomes are examinedwithin this study.

The author believes thatfurther exploration into the kinship of Outward Bound and Confluent Education isworth- while, needed, andcan be an asset to both institutions for future programming. 102

Chapter IV

THE NEED FOR INTEGRATING A CONFLUENT EDUCATION CURRICULUM WITH OUTWARDBow

This chapter elucidates theareas where Confluent Edu-

cation can enhance the Ottward Boundprogram. Although the

programs are similar in many ways, thereare aspects of the Outward Bound program where the unionwith a Confluent Edu- cation curriculumcan provlde a tight and significant bond.

The areas explored hereare: 1) Wilderness as Therapy,

2) Occasions for Meaning,3) Educating the Whole Person,

4) Self-knowledge and PersonalRelevancy, and Experimen- tation.

1. Wilderness as Therapy

Walt Whitman has written, "Now Isee the secret of making the best persons, it is togrow in the open air and to eat and sleep withthe earth" (Nash, 1967, p. 89). Emerson wrote,

In the wilderness, I find something- more dear and connate than in streets and villages...in the Woods we return to reason and faith" (Nash, 1967, p. 86).

Thoreau believed that to the ext nt a cultureor an individua:1, lost contact with the wildernes itbecame weak and dull (Nash, 1967, p. 88). 103

Something happens differentlyto individuals when they

get into the wilderness. There is a change thatoccurs to people. What is this alteration? This author concurs with

other writers that going intothe wilderness is a type of

"therapy," it has rehabilitativequalities. Usually an in-

dividual returns witha positive feeling and a sense ofcon-

nection to the world. A feeling of revitalizationmany times

is also present. This type of "therapy" hasbeen common to mankind for hundreds ofyears, and now with more industriali-

zation and technology thewilderness provides a wantedthera- peutic escape.

In The Wilderness and the AmericanMind, Roderick Nash

(1967) provides a beautiful historyto the charm of the wilderness. He writes,

By early twentieth century therewas popular enthusiasm for the wilderness. As John Muir put it, "thousands of tired, nerve shaken, over-civilized people are beginning to find out that going to the mountains is going home, that wilderness is a necessity and thaL moontain parks and reservations are useful not only as fountains of timber and irrigating rivers, butas fountains of life" (Nash, 1967, p. 140).

There are many reasons for the therapeuticnourishment the wilderness gives to people. One is the contrasting life-

style of the wilderness compared tocommunity living. The way of life in the wilderness is drasticallydifferent from 1 04

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with others that is a major constituentof the Outward Bound program. Students have to make camp, cook, eat, cleanup, break camp, navigate, encourage, console andmotivate each other, all just to survive one dayas a group. There is a constant interplay of individual personalitiesrelated to these decisions and problems. This reliance andneed for cooperation with others can be very profound, and theresults are uniquely palpable. If someone in the,groupburnt the meal, left the food out and it was eatenby a raccoon,or complained all day about a long hike, therest of the group would obviously feel the consequences. People learn to know each other very well. A person's smallesthabit like snoring, walking in their sleep, or beingconstipated, iscommon knowledge to all. This environment compels students tocooperate and confront each other to live successfully inthe wilderness.

An individual's "patterns ofbehavior," or repeatedways of behaving, are known toall members of thegroup and can affect them in many ways. The consequence on othersforces students to see these patterns of behavior, andattempt to do something about them. Confrontation of personalitiesis always present on an Outward Bound course. In the smallgroup sense, Outward Bound is similar to group therapy. There is always constant interaction of personalities withhealthy 109

functioning as a goal. On an Outward Boundcourse the effect of another's behavior is usually morepredominant than in group therapy. Also, people spendconsiderably more time together on an Outward Bound course than they doin group therapy. The sessions ingroup therapy are usually twoto three hours long, once or twice a week for six weeksup to years. The difference is that ingroup therapy participants do not live around the clock with each other, andthere are few physical endeavors as part of the rehabilitativetreat- ment. In Outward Bound therecan be more of a variety of

emotions displayed. The physical activitiesusually generate

an affective response which is uniquefor each person. This author thinks that Outward Boundmay be just as far-reaching

and deep, or evenmore so, as group therapy. Agreeing with

this thought is SeymourKenneth Robbins, Jr. inhis Outdoor Wilderness Survival and ItsPsychological and Social Effects

upon Students in ChangingHuman Behavior, 1976. He writes, "There may be no bettercounterpart in psychotherapy than Outdoor Survival tomove as many students simultaneously into

a better understanding and appraisalof themselves with such complete freedom" (Shore,p. 407).

All the abovereasons exemplify how and why the wilderness is therapy. Outward Bound then, usingthe wilderhess as the foundation of theirprogram, becomes a form of therapy. 110

It is this reason thatimplores instructorsto be able to

deal effectively withthe sensitive and powerfulemotions

generated by an OutwardBound course, likea therapist would

with his or her clients'emotions. Instructors need to know how to facilitate for affectivelearning for all the emotions

and feelings to makesense to a student. This is similar to

what therapists do in helping peopleunderstand theirsome- times mixed emotions. No one would want tosee a therapist

who was not prepared to work withfetlings and personal issues.

On an Outward Boundcourse students are engulfed andat times overwhelmed withnew Jtimuli to digest. There are new activities, intense emotions andfeelings, new environments,

and new personal relationships. They are faced withevery natural element that transpires. The course engenders in thw students feelings of fear,anxiety, exhilaration,exhaustion& peaceful solitude, cameraderie,pain, bitchiness, homesickness, anger, appreciation for nature, alienation,sadness, loneli- ness, and joy. Most of these feelings or emotionsare experienced at a heightened level. The uniqueness of these feelings and experiences allowsthe students to see themselves and their potentials differently. Physical, mental, emotional, and environmentalawareness are perceived by the participants. Students are engaged inmany stress situations from physical challenges, along withthe tensions of livingand III

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118

stronger sense oflife meanings and can thereforehelp counteract the cultural tendencytoward alienation (Georgi, 1978,P. 130).

3. Educating the WholePerson

Kurt Hahn founded Outward Bound as a programto educate students J-houghts and actions. George Brown beganthe Con- fluent Education program to educate for the"confluence," where feelings and thoughts were synthesized. Both of these, innovative programs are missing' the opportunityto educate for the'whole person, one's thoughts,feelings and actions. The union of a Confluent Education curriculum inan Outward Bound program permitsthis whole education. There is not any conscious state whenpeople are not thinking, feeling, anddoing something,even if it is nothing. All feelings influence the mindand, in return, the mindin- fluences feelings. The two are always workingoff each other and directly influenceone's actions. The task of instructors is to help studentsbecome aware of this interrelation- ship. More awareness bf theirthoughts, feelings, andactions in an activityaffords the studentsmore self-knowledge. A student is feeling afraid and fearful of theropes course; he things he might get hurt and make a fool ofhimslef. The complementing action is that he stays in thebackground and

1 ;)

11 119

hops to blend in withother students. The same student is at school after thecourse. He is afraid and.fearful of

volunteeringanswers in class; he things he mightmake a

fool of himself and gethurt. His complementing action is

to bury his head andavoid the question. The more aware this

student is of thisinterrelationship, the feelings offear

and pattern of behaviorto avoid it, the betterchance he has of administeringsome change in similar fear situations in the community. Thoughts, feelings, and actionsall have profound influenceson each other. Knowledge of their interdependence and dependence isa valuable asset to people.

Outward Bound involves peoplephysically in many activities. These activitiesare usually new for participants and are full of affectiveloadings. Students feel fear,exhilaration, frustration,anger, and contentness to name just some of the emotions. Each activity engendersnew emotions for the student usually atan intense level.. It is the physical activities that makethese emotions and feelingsmore profound. Dr. Robert Andersen in "Running:A Road to Mental Health" in Runner's World, July1979, writes about the benefits of running and the influenceof physical activitieson the emotions. He writes,

While all these activitiesshare many things (running, lyingon a beach, reading a paper), they obviouslydiffer in their level of physicalactivity. 120

The truism thatactions speak louder than wordsapplies here; the more involved aperson is physically in an activity, themore the person is involved emotionallyas well. A physical activityhas the potential to carry more 'emotionalcurrent' than a nonphysical one (Anderson, 1979,p.49). What Kurt Hahn had neglected was attention to theemo- tional content that is generated by the OutwardBound activities. His focus on thoughts and artions became thepractice of all the Outward Bound programs to follow. It has only been recently that the affective component hasbeen deemeda meritorious constituent. As of yet, there hasbeen no means or curriculum to bring about this attention toaffective learning. This point is explicatedby Richard Katz and David Kolb (N.D.) i "Outward Bound and Educationfor Per- sonal Growth."

But there are two particularly important areas in whichpsycholog- ical preparation andfollow up seem inadequate, thereby decreasingthe educational effectivenessof experiences. First, the intense,volatile emotions (e.g., fear)generated by some experiences seem inadequately handled. Second, the variety and range af particular experiencesseem inadequately explored. Though some staff worked effectivelyin these two areas, there are few formalstructures supporting them in thiseffort (Shore, 1977,p. 307). The Confluent Education curriculum, designedand used for this Abmonstration project, is a formalstructure 121

effectuating humanistic andaffective education. This is a

curriculum that can,beutilized, revised, and expandedon by Outward Bound instructorsover and over. Along with the

curriculum, training inConfluent Education theory and techniques is necessary. The curriculum will not beas effective if instructors do not know when and how touse it. Ex-

periences transpire thatinstructors will need to knowhow to

respond to spontaneously,to bring about affectivelearning.

Confluent training and curriculumwill help instructorsto

facilitate for the identificationand expression for theemo- tions, feelings, and potentialsemerging from the Outward Bound course.

The main emphasis of theConfluent Education curriculum is awareness of the feelings,along with the thoughts and actions of each day. These aspects of education forthe whole person are present ineacperson, and need to be skillfully drawn out. When this is done, there ismore knowledge available to the student. The experience becomesmore meaningful. Awareness of thoughts, feelings, andactions, individually and their interrelationshipis unique for individuals as many have not beeneducated in this manner. Aware- ness in and of itself leads aperson to more learning. In writing about awareness, FritzPerls (1969) wrote: 122

Everything is groundedin awareness. Awareness is the onlybasis of knowledge, communication,and so on (p. 48).

There is a kind of integration- of the subjective and theobjective. That is the word 'awareness.' Awareness is always thesubjective experience (p. 11). The "subjective experience" that Perlsspeaks aboutper- mits a student to make sense of and set inperspective, the copious and deep emotions that students experienceeach day, while engaged in Outward Bound activities. Awareness of thoughts, feelings, and actions facilitates theassimilation process.which in the end result is what knowledgethe student goes hOme with. Confluent Education givesOutward Bound accentuatization for affective learning, the missingcompon- ent in educating forthe whole person.

4. Self-knowledge and PersonalRelevancy

"Self-knowledge" and makingeducation "personally relevant" are terms used inthis manuscriptmany times over.

Relevancy was first writtenabout by John Dewey. Self- knowledge has been a topic discussed since the greatphilos- ophers. In more contemporary times, Gerald Weinstein ofthe University of Massachusetts has done some innovativework fostering self-knowledge in educational situations,in their Affective Educationdepartment. 123

Weinstein has writtenextensively on the topic of self-

knowledge. From his foreward in Discoveringyour Teaching

Self by Richard Curwinin 1975, he explains brief2ythe rationale for its acquisition.

Self-knowledge has been part ofwestern civilization rhetoric for centureis:

'Know thyself,"To thineown self be true,"One cannot understand others without understandingone's self,"To know oneself is man's greatest achievement.' But has this ever been part of educational institutions? Education has singularly devoted its energies to communication knowledge about the world externalto oneself--that is 'public knowledge' while completely ignoring the knowledge of self, the internalor 'personal knowledge' thatone lives with most of the time. ...Self knowledge increases the options for being, for going beyond unsatisfying habitualresponses (Curwin, 1975, p. xviii).

One of the objectives for Outward Boundhas been to facilitate for self-knowledge. This is an end result that most instructors want their studentsto leave with. In a paper presented to the Conference in OutdoorPursuits in Higher Education in 1974, A.Donn Kesselheim wrote "A Ration- ale for Out'door Activityas Experiential Education: A reason for Freezin." He writes, "Self-esteem derives ofcourse from understanding self. Consequently self-knowledge becomes 124

for me the most general aim sought through outdoorlearning" (Kesselheim, 1974,p. 5).

As mentioned earlier, OutwardBound has no organized

means tO facilitate :or more learningabout self. The,Con-

fluent Education curriculumhas a component designedto foster more self-knowledge plusmaking the students' learnings

on the course relevant to home application. This part of the curriculum adoptssome of Weinstein's work found in

Education of the,Self-Trainer'sManual, 1976. In the Educa- tion of the Self curriculum,personal knowledge and the'self

are the content of thecourse. Students learn to read themselves.

There is an adaption of Educationof the Self using phys-

ical activities. The author finds this curriculumvery germane to Outward Bound programs. In Education of the Self through Physical Activities theunderlying assumption is taken froru Gestalt theory. It is: people reveal their inner states and current issues in theirengagement in any activity.

This can be seen in their physicalpositioning in the group, their body posture, facialexpressions, role they take in the activity, and voice quality. Socrates would agree, as he had been known to say "Showme a man on the ballfield for an hour and I'll tell youmore about him, than if Iwas to be in discussion with him foreight hours." 125

Implementing the rationalefrom Education of the Self Through Physical Activities there is more verificationfor the acquisition of personalrelevancy and self-knowledge

from an Outward Boundcourse. First, studentscan be intro-

duced to self-knowledgethrough activities asan avenue less

threatening than seeing theircounselor Or being involvedin a therapy group. Most students feel pretty comfortable liv-

ing in the outdoorseven after initial unfamiliarity. The

outdoors is a conducive atmosphereto look at oneself inre-

lation to the earth andothers in a simplisticway. Second- ly, students can collect dataabout themselves in whatever

activity they are engaged in. Each activity can leadto a new awareness of their thoughts, feelings,actions, and any habitual patterns thatappear. Students c.n utilize their journals to store all theirobservations. Third, students can gain control and change behavioralpatterns in activities to come. They can experiment andtry things differently, once they have become aware of it. The applications of this can be very stimulating.

Early in the courseawareness will be emphasized. Stu- dents will be asked to be,me aware of their thoughts, feelings, and actions whileinvolved in different activities.

Instructors will ask questionsusually nct asked to help this awareness. Students will perceive patternsof behavior 126

emerging from activities. These "repeated behaviors"are usually very similar to how the studentresponds to corresponding feelings and thoughts at home. This is the students' "typical"response. Self-knowledge like thispermits the student to garner more personalknowledge from every activity. Also, students willbe asked to becomeaware of their "role" in many of the group activities. The result is more knowledge of themselves and a keenawareness of others. Gestalt awareness exercises will help bring aboutthis awareness of themselves and the environment around them. Physical challenges and feedback from peers and instructorswill help students become more cognizant of their potentialsand their abilities.

Joel Latner writes "To be aware is to beresponsible... to take responsibility means in part to embraceour existence as it occurs..." (Latner, 1973,p. 34). The awareness of the first part of the course leads to responsibility of"owning" and "re-owning" potentials and behavioralpatterns in the middle of thecourse. The student moves from "Iwas a good leader today"(awareness) to "I have goodleadership abilities" (responsibility). Studen,-s can also beseen taking responsibility for their feelings, thoughtsand actions. This can be characterized by "I'm sorry, I feelawful I led us down the wrong trail, I will study themap harder and try

131 127

again toMorrow." So, then responsibilityis the second step

coveted in the ConfluentEducation curriculum designedfor Outward Bound.

Each day in a coursea student's feelings, thoughts, and

actions change drasticallyfrom one extreme to another. A

day yields a richsource of personal knowledge, ifthe awareness and responsibility of thesechanges is understood by students. Of all the writerson Outward Bound, John Rhoades

focused the moston the "change element" of theprogram.

Here, he breaks down theprocess of change into smallcompon- ents.

In order to increase thechances that behavioral change will remain ina student after thecourse, the full dimensions of theprocess of change in Outward Bound must beunderstood; transfer, or the stabilization and integration of the change, intothe students day to day life,must be a constant focus for the staff throughout the course (Shore, 1977, p. 393)

Instructor6 trained in ConfluentEducation theory and utilizing a Confruent Educationcurriculum can help students identify and expree's the emotions,thoughts and actions that are a big part of eayl day. This process facilitates for integration and assimljationof this new learning, whichmay make it more accessible to thestudent for use when heor she goes back home. The,expansion of personal knowledge 128

increases the students'options, choices, and freedom.

"The purpose is forstudents to learna useful process for acquiring self-knowledge and for increasing theirfreedom from compulsive patterns of thinking, feeling,and acting" (Brown, et al., 1976,p. 19).

In conclusion, when theknowledge from acourse is per-

sonally relevant to thestudent, it is easier touse this

learning again in othersituations. Instead of onlyremem- bering that a climbwas very difficult and feelingexcited about the accomplishment when finishing the 100-footclimb, the student can remember,"I was very frightenedand felt

stuck," (feeling) "I thoughtI could not make anothermove or I'd fall and die," (thought) "Ifroze, became rigid and did not move" (action). This awareness, when discussedlater, may be realized as a pattern ofbehavior. When feeling frightened and stuck thestudent's typical reaction is to do nothing or freeze. The climbing experiencenow becomes very relevant to other fear and stucksituations, whether it be in arjob interview, personalrelationship, or meeting an important deadline. .The acquisitionof this personal and relevant knowledge givesmore control to the individual to either decide tocontinue or change this compulsiveresponse.

Thus the synthesis ofConfluent Education and OutwardBound would give the instructorsthe $kills and tools to bring 129

about these meaningful learnings that havemany applications beyond just the daysof the course.

5. Experimentation

In outward Bound prcgrams of thepast, students have

always taken physical and mental risks,which includedsome

emotional risks. Risk taking is one of thebasic tenets of

experiential education. Students come ready to OutwardBound to try things they havenever done before. This is a good

time to encourage them totake behavioral and emotionalrisks, to experiment and try outdifferent behaviors. Students can be different or besomeone else. The can let all their

"If I was only---," fantasiescome rue. This is a perfect opportunity for people to realizeand experiment with their full potentials. The atmosphere and timingcould not be more conducive. The contractual relationshipsthat exist on a course can be very 1.,berating. No one knows each other the first day of a course. Students come in with a clean slate. At the end nf the course people allgo back to their old lives. Students need to realizewhat a rare opportunity this is. Consequences for trying somethingnew are very nominal.

If students make mistakesor feel foolish, they are noton a payroll worrying about jeopardizingtheir job. A student

1 `J 130

wants to try and be more assertive; he doesn'thave to worry about altering the stability ofan established relationship.

The Outward Boundcourse can be viewedas an experimental and practice time for implementingchange at home. An instructor can help students to initiate and institutea behavior plan to try out some new roles whileon the course. Self-knowledge from the activities rendersbehavioral patterns which students can use as theirresource for behavior changes. Students can share theirbehavior plan withthe crew and get feedback and support to help eachether bring about the desired change. At the end of thecourse, the students' own evaluation of their behaviorchange can let them choose if they are going to continue it athome. If so, they can make a specific plan for implementationof this change.

The group, in their support and feedback, giveseach other valuable perceptions of themselves thatis usually not common to these students at home. Role-playing can also be used by the group to set up situations of the home thatmay need extra practice inorder to allow thestudent to continue his or her behavior change. Other students will play the selected student's friends and family andre-enact a typical situation the specified student willencounter. Hear- ing others describe how it felt to be thestudent's mother, 131

father, or friendscan be very enlightening. Also, by role

playing the difficultsituation a few times,the real situation will be easier to deal with. The instructor needsspec- ial skills to workon negative behaviors with the studerits

and to lead the role-playingsituations. Confluent Education training can give instructorsthese skills.

The experimentation component of thecurriculum responds to what John Rhoades has writtenabout in his dissertation

on change and transfer in Outward Bound. He writes,

In order for some of thechanges ,that have occurred in thecourse .;of an Outward Bound experienceto continue after a student hasreturn- ed home, this phase of thechange process must receive a great deal of attention and there must besome new strategies for change developed by the organization (Shore, 1977, p. 391).

Also, attention to and assimilationof the day-to-day

feelings, thoughts, and actionsmay help students continue their changes at home. So, the students' Outward Bound

course can be a practice field and steppingstone for accom- plishing change back in the community,when experimentation takes place on the course.

The following is a conceptual modelfor change in an Outward Bound course.

leads to Awareness Responsibility allow opportunitz_for

results in Experimentation _ Change at Home 132

Awareness and responsibilityof thoughts, feelings, and actions and typical behavior patternshave been discuised in the preceding section. They are the firststages of change model. In the later stages of the course when thetrust level is high and students are takingresponsibility for themselves, is when students should beencouraged to experiment with behavior changes or taking emotionalrisks. Ex- amples may be "I usually don't offer my opinionmuch (awareness and responsibility), but I'm going totry and speakup more often for the remainder of the course"(experimentation) "I'm always at the end of the line hiking(awareness and re- sponsibifity),tomorrow I want to hike inthe front" (experimentation). "I'm usually a leader and controller(awareness and responsibility) for the rest of Viecourse I'm going to play die role of a follower.and see how I likethat" (experimentation). The end resul -b' ofexperimentation is to give

students more choices andoptio s in their lives. It helps students control theirown lives.

Confluent Education aids OutwardBound in producing hu-

man beings who are healthyand aware of their abundantpoten- tials and abilities. The curriculum helps studenta-draw more self-knowledge from their experience and makes thelearn- ing personally relevant. The student is then "ready"to try

- out new behavior and unlock new choices withinhis or her

1 3 133

life. 'This author feels that thechange model presented and implemented by the Confluent Educationcurriculum, aside from begetting more meaningful experiencefor students, will help sustain the positive outcomesof the course for a longer timeand make,the transitionto home iiving much easier. This postulate is not withinthe realm of the reported demonstration project. No long-range evaluation has been done. It is felt, though, by this author, thatthe demonstration project willhave an influenceon the transition and sustenance of the Outward Boundexperience. There is a need for more research in thisarea. The author hopes the demonstration project presented will beviewed as one strategy to increase the-long-range effects ofOutward Bound and will be researched further in the future byother writers. 134

Chapter V

CONFLUENT PROCESS

Confluent Education'sinception, values, theories,and techniques have beendiscussed earlier in other chapters. The Confluentprocess or how it works, the developmental

stages, needs to be explicatedbriefly.

Confluent Education has beenconceptualized as inte-

grating intrapersonal,interpersonal, and extrapersonalcom- ponents of education, likean ecological system, by Tom

Yeomans in Getting It AllTogether: Confluent Education, 1976. Yeomans introduced this model:

Extrapersonal

Interpersonal

The inner Circle of intrapersonal functioningincludes an individual's thoughts, feelings, and actions. This intra- self component includes how theperson feels about himself/ his or her self-concept, self-esteem, sense of identity,and 135

sense of power. How the student synthesizesaffective, cog-

nitive, and physicalactions lies within thisrealm. If

there is conflict here,healthy functioning decreases. The next circle involves _ - interpersonal relations or how a person functions with,others, friends, parents, family, teachers, or strangers. The interactions of the individual

and others reside in this circle. This interpersonal circle

affects the intrapersonal circleand vice versa. Interactions withothers influence theway a person feels about himself/

herself. If a person feels happyor sad, it will influence his/her interactions withothers.

The third circle is theextrapersonal or impersonal, the context in which peoplelearn and experience, both in and out of school. This circle could includean Outward Bound course, a trip toEurope, a formal curriculum, the structure of a classroom, the schoolas a system, or values of a society. This is the area that getsmost of the attention in an educational system. Students' internal worldor interactions with others is usually not givenas much attention.

In Getting It All Together: Confluent Education,the ideal situation is described.

In Yeomans' ecologicaltheory of Confluent Education, whathappens within one circleaffects the' 136

other two circles, witha symbiotic relationship among allthree. The most desirable learningsictuation is one in whichwhat happens Within a 9ircle is congruent withthe other cik.cles, so that allthree are confluent ( Brown, et al., 1976,p. 11). In any kind of lessonsor units all three components

should be attended t . In traditional educationextra-

personal relations getthe most attention, followedby the

interpersonal, and lastlythe intrapersonal. Confluent Edu- cation training focuses on the intrapersonalcomponents first, raising the individuals'awareness of their thoughts,

feelings, and actions, theirinterrelationship and inter-

dependency. In educating for the"confluence" of thoughts,

feelings, and actions,initially the most attentionis put to the feelings component, which has been ignored intradi- tional education. Students relearn topay regard to their feelings as a source of knowledge. An introspectiveor in- ward perspective iscommon among individuals firstexposed to Confluent Education. Students value feelingsand are very sensit:;_ve. The self has the utmost importance. The Confluent training emphasizesawareness of self as the first stage to true communicationwith others. This emphasis on the intrapersonal componentsgives way to the interpersonal and extrapersonal componentsafter the first year, when introduced to Conflueht Educationtraining. 137

lidividuals feel confident about themselves aftera healthy confluence of thoughts, feelings, and actions,and become very people- or other-oriented. The confluentProcess will vary depending on the individual, but willtake usually three years before each domain, intrapersonal,interpersonal, and extrapersonal, work together.simultaneously. The stages of Confluent Education are: 1) The self-affectivelyintro- verted, 2) People or group oriented, 3) Worldoriented, and 4) Spiritually oriented (Shapiro, personalcommunication, March, 1977).

Dr. Stewart Shapiro of the ConfluentEducation at Uni- versity of California at Santa Barbara, hasdone some pre-

liminary studies inConfluently trainedgroups of students, school administrators, and medical professionals. After one year of exposure to Confluent Education in differingdegrees, using the Life Meanings Survey, which is also usedin this demonstration project, Shapirofound the fallowing results: 1) The Confluent studentsappeared to reflect a more psychological,philosophical, intraceptiveapproach to life and with thisappear more verbally responsive and significantly more influenced by high schoolon life-meaning issues thanthe non- confluent students ( Shapiro, 1976, p. 475).

2) The school administrators,"The major effectsseem to be psychological, an increased awareness offeelings, and comfort with self,and more empathy with others, especiallythose with 0 divergent viewpoints" (Shapiro, 1976,p. 479). 138

3) The medical professionals, "Over90% of the participants inthe medical project were stronglyaffected in their life-meaningprocesses whereas 65% of the ConfluentEducation students and only 30% of thenonconfluent students were so affected" (Shapiro, 1976,p. 476). There is still a need for further researchon the affects of Confluent training with varyinggroups. There doesappear to be movement in all thegroups evaluated toward affective appreciation and expressionand an increase in life-meaning processes resulting from theConfluent training. 139

HYPOTHESES

The previous chapters have illuminated thesimilarities and the need for the integration of Outwardflound with Con-

fluent Education. This theoreticalresearch has generated

some questions, expressed inthe operational null hypothesis, that the demonstrationproject explores.

General Hypothesis- There will be no difference in how meaningful and personally relevant an Outward Boundexper- ience is between a group utilizing a ConfluentEducation curriculum and agroup which is not.

Specific Hypotheses

Hypothesis I - There will beno difference in the self-

orientation, identificationand expression of feelings,sen-

sitivity, and acceptance ofothers between the twogroups.

Hypothesis II - There will beno difference in the honoring

and value put to feelings andself-reference, in deciding

what is important and what makessense, between the two groups.

Hypothesis III There will be no difference inthe esteem placed on personal growthexperiences and self-satisfaction between the two groups.

Hypothesis I V - There will beno difference in the meaning-

fulness and level of influenceof-tbe Outward Bound course between the twogroups. 14D

Chapter VI CONFLUENT EDUCATION CURRICULUM

The components of the curriculumare trust building,

self-knowledge-personal relevancy, Gestaltawareness, and role playing. The main source for this curriculum has

been the Confluent Education graduateprogram at the

University of California at Santa Barbara. Other sources

include, 100 Ways to Enhance Self-Conceptin the Classroom, 1976, by Jack Canfield and HaroldC. Wells, Values Clari- fication, 1972, by SidneyB. Simon, Leland W. Howe, and

Howard Kirschenbaum,and Educationof the Self, 1976, by

Gerald Weinstein, Joy Hardin,and Matt Weinstein.

Trust Building

A child's life is likea piece of paper on which every passerby leaves a mark. Ancient Chinese Proverb

Trust is an essential and vital component ofOutward D,Iund Programs: Trust is: an assured reliance on some person or thing, or a confident dependenceon the character, strength, ability or truth ofsomeone or something.

In the field or duringa course, a student needs to trust himself, i.e., ropescourse, kayaking, solo, rock climbing, 141

marathon, trust,others, i.e.,canoeing and belayer or climb-

ing and rappelling, andtrust the group, i.e., to administer first aid and provide forevacuation resulting from a serious injury in the fieldand to work out group problems.

The development ofa group according to Jack Gibb, consists of trust, data flow,goals, and social control.

Each one is dependenton the stage prior to it. Without trust people won't speak freely of theirconcerns or personal life (data flow). If data flow has not developed, it will be very difficult to makegroup goals. People will not be speaking honestly. Social control or procedures of a group follows, it is contingenton the ability to make goals, so trust is the foundingstone for the makeup of a successfu1.group. It is imperative to build group trust before moving on toany other components of the curriculum.

The purpose and objective of trust buildingis to:

1) Allow the students to speak freely andhonestly of their feelings.

2) Allow the studemts to take new risks, i.e.,

rock climbing, changing behavior, solo,etc.

3) Allow the students to feel comfortableenough

with the crew to exhibitnew emotions in front of them. 142

4) Allow the crew to feel the sharing, warmth, and

power of being a group.

Trust building is ,aost effective when done early in the course, the first five or six days and then gradually

continued throughodt the course. Trust building exercises are:

1) Adjective game - to learn everyone's names one

student starts by saying an adjective for howyou feel now and your name. The next stddent repeats the first student's name and adjective and then

their own. The third student repeats the first and second students' name and adjective and then

their own. It continues that way around the

circle. This exercise can be utilized the first

day after a few initiatives. Other ways it can be done are to pick a fruit or vegetable you most

identify with now and your name; or also to pick something you are good at and then your name. "I am a singer, Tom."

2) Introducing each other - 4n excellent first night activity. In dyads one student talks about

himsel/herself, i.e., interests, his/her family,

why on the course, and dreams. The other student

just listens for four of five minutes. Switch the 143

roles, then back inthe group have each student

introduce theirpartner to the crew. Listening

skills can also beintroduced this way. Have studemt introducingyou say what he was most

impressed with. Discuss how it was beingtalked about.

3) Talk about trust- First in animals. How do you know an animals trusts you?What behavior does

it exhibit? How does an animal knowyou trust

it? How do you know when peopletrust you, what

behavioral cues? How do you know whenyou trust someone, what behavioral cues?

4) Trust statements- In dyads have student complete

this sentence; while the otherjust listens. "In order for me to tiustyou, you should

i.e., look It me when I speak,help me on the

'trail." Have each student do this for fouror

five minutes. Make sure students do notengage in conversation. Let them struggle with continual-

ly completing the sentence. What things come out?

Any commonalities betweenyou two? flow did it feel struggling foranswers?

5) Appreciations -'

A. Students can share somethingpositive about the person to their rightor left, and then

1 lu 144

continue to go aroundthat way. This is a good

way to end group sessions aroundthe fire.

B. Bombardment - select a student who had a hard

day, either from the activitiesor from the

other students. Each student Mlares an apprecia-

tion with this one student. He/she is to be

aware not to sabotage compliments and justlisten and accept them. On a long %course try to bombard each student at leastonce.

6) Trust fall - Have the wholecrew or brigade do it from a stump or rock. One student falls backwards into the arms of the others.

7) Trust walk -

A. In dyads, one student is blindfoldedand the other leads him/her througha variety of experiences.

B. Form a line and have all the studentsbut the leader blindfolded. The leader is the only one who speaks. Students hold on to whatever they

can. Use while hiking or bushwacking.

8) Feeling word- To help students become more aware of

their feelings, and also to geta feel for where your group is at. Have each person say the first feeling

that is with them rightnow. This is good if it is not done fast. You can utilize to start group sessions and also end them. 145

9) Blind line- Have students either put sleeping bags

over their heads and bodyor a bandana on their eyes. Give each studelta number (1-10 or 1-12) secretly

and have them lineup in order non-verbally; whatever way they can do it without talking. How did you feel?Were you frustrated?

10) Nourishing game- Have each student share withcrew

someone that has made them feel good todayand how they did that.

11) Good trait - Have everyone in crew share good trait

they have. Another alternative is to share their greatest success of the day.

12) Interviews - Breakup into groups of 3 or 4. Each

group select one person to be interviewed. Other members of the groupcan ask him any questions they

want. The person being interviewed hasthe option to pass on any question. Change roles till every

member of the group has been interviewed. What kind of questions are easiest foryou to answer? Hardest?

13) Concentric circle unfolding

A. Count of:: by 2's. Form 2 circles facing each other, one inside the other.

B. Discuss topicsone person listening, other talk-

ing, then switch. Piactice non-judgmental

Liu 146

listening. Groups move opposite ways,so each

topic gets different peopletogether.

C. Topics - anythingyou want - here are some suggestions:

1) most memorable experiencein the last 2 weeks,

.2) someplace in world I'd liketo go; 3) hero or heroine of childhood,

4) person you most want to impress,

5) what skill would You liketo master? D. Discussion who was easiest to talk to?

Hardest? What made them so?Any difference

talking first or second? What topic was hardest? Which sex was easier to talk to?

14) Sentence completions- To help process any experience have students complete sentences.

A. I learned today

B. I waS afraid when

C. I liked

D. I disliMrd when

E. I'm unhappy when

F. I'm cool when I

G. I feel good when

H. When I'm mad I

I. My favorite place is 147

J. Something I never told anyone is

K. What people like bes't inme

L. I'd like my parents to

M. I'm concerned about

N. Other people in this crew

0. I usually avoid

P. What I hate most

Q. My friends are

R. When I'm frustrated, I usually

In the demonstration project allthe trust,exercises were successful without any major problems. The most effective exercises'were IntroducingEach Other #2, Trust

Statements #4, Apprediations #5, Feeling Word#8, Nourish- ing Game #10, and the SentenceCompletions #14.

Self-Knowledge and Personal Relevancy

"I can see in the dark," boasted Nasrudin one day in the teahouse.

"If that is so, why do we soMetimes see you carrying a light through

the street?" .

"Only to prevent other people from colliding with me." , Idries Shah

This part of curriculumis designed for studentsto learn morP about themselves via the outdooractivities. It 148

is an opportunity to collect data about one'sthoughts,

feelings, and actions. Students are educated toward th7e

awareness of the interdependence andintegration of thoughts,

feelings, and actions inthe- learning process. The intention is to achieve personalrelevancy that can emerge from

the activities and thecourse. This can happen whenstu- dents learn from activities aboutthemselves and others,

as opposed to retaining fond memoriesabout activities.

Repeated actions to,thesame thoughts and feelings are called "patterns." Patterns are unconsciousor con-

ditioned roles orways of being that we fall into inour dealings with superiors,the opposite sex, fear, aliena-

tion, groups, or whateverthe situation may be. Some traditional patternsare: the know-it-all, the loser, the

competitor, the A.umb role, the passiveone, the macho,

the arguer, and the compromiser. Whatever patterns stu-

dents have they usuallypresent themselves more ina wil-

derness setting, because of thesimplicity, than at home.

This makes patternsa vital educational tool. Going back to our model, theawareness, responsibility, and experimentation in altering pattern'scan foster more change in the community. An Outward Bound programcan be more personally relevantor applicable to a student. The purposes and objectives of self-knowledgeand personal 149

relevancy intentionare:

1) To allow students to becomeaware of and inte-

grate their thoughts, feelings, andactions.

2) To allow students tosee patterns that arise.

3) To explore the relevancy ofpatterns on a course and at home.

4) To take responsibility for thinking,feeling, and actions.

5) To allow students tosee how patterns are serv-

ing them and what alternativeactions are available.

These exercises should bestarted on about day three or when you feel there isa. sufficient trust level in the group. 'Then continue to work withthe self-knowledge, personal relevancy exercisethroughout the course.

1) Have a brief discussionas to what roles or patterns

are. We all'have them, and thiscourse is an opportunity to :ook at some.of them. Lay a gentle seed.

.2) In group activities, suchas the wall initiative, the

beam, jogging, swimming,group decisions, and setting and breaking up camp:

A. Utilize journals- ask students right after activ-

ity to jot downa few notes. What were your feel-

ings durimg the activities?What did you like and

154 150

dislike? What were some of thesentences you were

telling yourself duringthe activity? What were you doing?What was your action? Were you un-

comfortable doing anything? Is so, what?Were

any of your reactions typical of you? If so, what?

The first time just let themwrite, ask if any

reactions. Next time talk about howa person's

thoughts, feelings, actions worktogether and off

each other. A good time to apply this isafter

you asked them to get in order forropes course,

rappell or high-risk activity. Let them write

down their thoughts, feelings,and actions they took. How typical is this?

B. Sometimes prefaceone of these activities with, log be aware of the role you'retaking here. What part are you playing?

C. Other times at the end ofan activity, ask the

students to all share what rolethey thought they took. Ask them to think if this role is similar to what they do at home.

D. Something to do one time is haveeach student play

the opposite role and do thesame activity - good for initiatives.

E. Raise students' consciouslevel on patterns and

roles arising from thoughts,feelings, and actions. 151

F. Discuss with students earlyin the course how

rare an opportunity they haveto try things dif-

ferently. No one knows you. Be whoever you want.

Try things differentlyon the course. Set an

open and free atmosphere. Do exercises when you

feel it's a good time. Be in touch with yourself.

3) Forced choice Make two parallel lines in the dirt

or on a trail about eighteen feetapart. Students have to decide onone choice or the other and stand

behind therespective line. Would you rather be: ice cream or cake chair or table

hammer or nail spender or saver

pitcher or bat:ter forest or ocean

lover or loved one helper or helpee

What were your feelings?Which were hardest and

easiest? What were the sentencesyou were telling

yourself? Did you move quicklyor hesitate? Did any patterns emerge in your choices?

4) Line continuum- Make two lines on ground parallel

to each other. One line is the highest pointon a

straight line and the-btherthe lowest. Students are

to line up in straight,one person per slot. Rate yourself on this continuousline for: 152

leader-follower optimist-pessimist

aggressive-passive listener-talker

giver-taker sensitive-cold

Select any thatare apropos, or make up yourown. Once students are ina straight line rank ordered, ask if

anyone disagrees with the order. If so, have them put

people in the spot they feelthey are at. Let any student

who wants to change the ordergo ahead. This allows students to rate themselves and seehow others perceive them.

Discussion - How did'you feelabout the spot you put

yourself at?What were your feelings in liningup? Were

you uncomfortable or feel fine? How did you feel whenyou were moved? Are there other timesyou feel this way? What were some ofyour reasons for putting yourself where

you did?Keep things'focused ina positive manner. Did students see any patterns arise?

You can use this exercisea number of times in the

course as a benchmark to show growthor change. 5) Ten Commandments- Discussion

7. What were the rules ofyour house as you were growing up? What did you have to abide by?

B. What were the "shoulds" and "shouldn'ts"of your peer group as you grew up? 153

6) Opposite roles- Have students pick partners and be

aware of their pattern of choosingor waiting to be chosen. Each pair is to havea thumb wrestle, slap

fight, and push fight. When they have finished,have each student identify his/herpattern in those activ-

ities; the competitor,playful, apathetic, serious,

feminist, etc. Students are now to choos:,new partners

and play the oppositerole in the activities. Discuss how the new role felt, hardor uncomfortable, and what

they liked about theiroriginal role. This exercise can be a lot of fun.

7) Postures - Students pick partnersand non-verbally one acquires an inferior posture andthe other a superior

posture. Actually one of them standsover or on top

of each other. Have them switch non-verballybeing

aware of how they feel making thetransition. Discuss how students felt about beingsuperior and inferior.

Which role was most comfortable? Which role do you

usually acquire? If you select a leader of the day,

this can lead to a discussion ofhow you feel about

being the leader andfollower, and how would you like the leader to lead.

8) In a group discussionhave each student sharea pattern

that they have becomeaware of on the course. Then

have each student share bow thispattern serves him. 154

What is the benefitor "goodies" they get IDY' holding

that pattern?Examples are "I compromise myselfall the time with people, whatI get from it is that

people like me, I'measy to get along with, and I

don't create waves." "I'm always a leader and telling

people what to do. I get attention and it feels food."

This exercise lets studentsbecome aware and take

responsibility for their pattern. Do this towards

the latter half of the course whenthe trust is built

and students have a good feel forpatterns. The in-

structor should be the first to do thissharing. 9) The sequel to statinga pattern,and how it serves one,

is to come up with alternatives. Each student should

make a specific plan to experimentwith .a behavior

change for the remainder of thecourse. Following our examples with the sequel w get - "I'll try and not

compromise myself, but wilbe decisive and take a direct stand on things asmany times as I'm aware of

it." Also, "I'll let other people havean opportunity

at being leader. I'll see how it feels to keepmy

two cents out of things for therext three days."

The group should be seenas support for each

other. Help someone if they areaware they are doing their pattern again. 155

Meet with the crew againand have each student

respond on how it has beenworking on his plan. The rest of the studentscan give feedback on how they

have perceived thestudent's pattern.

10) Students can think ofa pattern or role at home they

would like to change. A plan can again be madeto start implementing iton the course.

All of the exercises wentwell except for Ten Com- mandments #5, students hadproblems with this. Exercises

#2, Line Continuum #4,Opposite Roles #6, Postures#7, and Exercises #'s 8, 9, and 10were valuable to the affective growth of the students andwere received very well.

Gestalt Awareness

Nasrudin decided that he couldbenefit by learning somethingnew. He went to see master musician. "How much do you charge to teach lute-playing?"

"Three silver pieces for thefirst month, after that, one silver piecea month."

"Excellent!" said Nasrudin. "I shall begin with the second month." Idries Shah

As written about, inmore depth in earlier chapters,

Gestalt awareness helps clearup the clbud we all live in to some extent. This cloud limitsour here-and-now awareness. 156

Things which reside inour cloud are untinished situations,

resentments, projections, dreams,and fantasies. The Ge- premise is that unfinished sitrationsrise to emergence

different times wanting expression.When these situa-

ons arise or when other elements ofour cloud are present, they limit ourawareness of what we are experiencing at

the moment, i.e., the environmentwhile hiking, apprecia-

tion of nature, blisters developing,how we are affecting someone else, etc. The aim of Gestalt is to help people become aware of, reclaim, be responsiblefor, and integrate their fragmented parts. rntegration releases asurge of energy that was used to hold these emotionsdown. Students are more aware of themselves and theenvironment. This allows more responsibility fortheir feelings, thoughts, and actions.

The Gestalt awareness exercisespresented here are best suited when the course is abouta week old or when the issues emerge. The objectives and purpose ofGestalt awareness is tot,

1) Allow the students to be awe-.-eftheirhere-andnow experience physically, mentally and emotional-

ly.

2) Allow the students to discharge anddeal constructively with their resentments. 157

3) Allow the studentsto takemore control and responsibility for their lives.

Ways in which an instructorcan facilitate for Ge- stalt awareness are:

1) Have your students speak in "I statements" as

opposed to "you statements," toown what they are saying.- When I get tired of hiking, all I

want to do is sit down, as opposed to: When you get tired of hiking, all you want to do is sit

down.

2) Talk about responsibility and "Who controlsyou?" and ."Who makes "u do things?" One of the values

of education ih the wilderness, isthe immediacy of consequences. If a student does not put his

tarp uld well and it rains, he gets wet. Students need to become responsible for all their actions.

3) When you are at a rest stop while hiking, have

your students complete this sentence. "I am

aware of Allow them to say it about

five times, filling the blank With whatever they

are aware of right then. I am aware of the wind,

I am aware that John's boot is untied, Iam aware of a fly on my leg, etc. This helps students cut

through their own clouds. Sometimes coupled with 158

a solo walk afterwards, this allowsfor an increased awareness of the environment.

4) Shuttling exercise- Make an internal awareness,

which is usually hard for students,and an external awareness. Shuttle back and forth a few times.

I,am aware of my heart beating fast, Iam aware

that Mary is playing with her hair, Iam aware

of my hand scratching my knee, andI am aware of the leaves falling.

5) Projection exercise-

A. Have your students bring backan item from

the woods. In the circle, have them become

that object and make I statements about it.

I am a leaf, I am yellow, Iam old and used, etc. This allows the students to become more in touch with the item and some of their prolections that come up.

B. Do the same exercise but have them choosean

animal they would like to be, and do Istate- ments for that, i.e., I am a squirrel, I'm

quick, etc. Ask students what part of the

projection was the object and what partcould they feel was them.

6) An exercise before rock climbingor some other

emotionally and physically strenuousactivity, have 159

each student think of three things theycan't do. Have them report one to the group. Have each

student change the word can't to won't andrepeat

it to the group. Discuss how students feltsay- ing won't, owning their drawbacks, and people's

ability to do most of what they want.

7) Bitch session - To be used at the first signof

tension or peolile getting uptight withthe group.

This promotes constructive dischargeand dealing with the probelm. This session needs to be structured well. A student with a bitch expresses it as a resentment to the specific person or the

whole group. Then states his/her demand of that

person. 'This is where the student with the resent-

ment can tell the other exactly what he/shewants from them, so as to extinguish the problem. When

the demand is through,the student sharesan 2E- preciation with the person, similar to the resent-

ment. Example - John I resent you cooking every

meal. I demand you give someone else a chance

and demand you try different jobs. I appreciate

that you take the initiative every nightto start cooking, and I appreciate thatyou are a good cook. 16a

8) Fantasy of getting in-touch with fear. Good to

use before rockclimbing, ropescourse, canoeing, or kayaking. Have student relax with eyes closed.

Take a deep breath and let it allott. Now do this again. Take a trip in your body and find

where your fear is located. How big is it? What shape does it have?OK now breathe through that

spot. Get some deep breaths right throughthat spot. When you are ready,open up your eyes.

9) Wall fantasy- Best when done right before rock

climbirig. Tell students you are going totake them on a guided fantasy,andat a certain point

, they are to complete it themselves.

OK, everybody get in a comfortablespot and close your eyes and relax. Use as many details as possible to give them a good representation.

Imagine yourself ina big field. It is very open,

and it is warm outside. How does the sun feel on your shoulders? You can fel the grass onyour

legs. There are some flowers, what colors doyou

see? Unto your right is a footpath. You walk over to it and follow it. You walk up a rise and

in front of you,you see a wall. Walk up to this

wall and complete the fantasyon your own from 161

here., Do notcensor, b t let whatever comes in- to your mind cbme.

When students have finishedthe fantasy,

have them share it ingroups of four. In the large group explain thatthe wall can signify a

block, challenge, risk,or problem, like they are

going to have rock climbing. The students created t, their own wall, the size andwhat it is made of.

Some will have huge walls andsome small. Some students will make itover easily, while others

will not even try. It is important to sharewith them how this is theirown creation, how they put

up their own blocks arldcreatetheir difficulties. It can be the sameway when they climb, but all they need to do is try. It is also interesting

to see' what students havecreated on the other

side of the wall,or their reward. Let the student get whatever hecan from this, without you interpreting it for him/her.

10) Bragging - Get students ingroups of three. Have them pick one quality they dowell. Then have

them brag about how greatthey are at it.

Sabotage - Now with thesame quality, have each

person in the group tell how and whatway he uses not to believe in himself.

')0 .162

Of the Gestaltawareness exercises presented here,

only the first part of #10,Bragging, was difficult for students to do. Exercises #3, I am aware of , #4

Shuttling exercise,-16 Projectionexercise, #7 Bitchses- sion, and #9 the Wallfantasy were all used with vast success.

Role-Playing

The Mulla was madea magistrate. During his first case the 'plaintiffargued so persuasively that the exclaimed: "I believe you are right!"The clerk of the Court begged him to restrain himself, for the defendant had not beenheard yet. Nasrudin was so carriedaway by the eloquence of the defendant that he cried out as soon as the man had finiShedhis evidence: "I believe you are right!"

The clerk of the court couldnot allow this. "Your honour, they cannot be right." "I believe you are right!" saidNasrudin. Idrles Shah

Role-playing is portraying anotherperson or a different side of one's self. It is bestwhen utilized towards the late middle toend of the coursewhen the trust level is high. Role-playing can be a high-risk activity,and some studentsare more adept at it than others. The purpose and objective ofrole-playing is to: 163

1) Allow the students tosee how others perceive them.

2) Allow the students to becomemore aware of different sides of themselves.

3) Allow the students to havea clearer perception

and practice of their re-entry backhome.

4) Allow the students to experiment withnew behaviors. Ways in which an instructorcan facilitate for roleplaying and awareness of selfare:

1) Hold a discussionon sub-personalities, sub-selves different sides ofa person, or the different

voices we hear insideour head. Have students be cognizant of the factthat they have different sides.

2) Fantasy of sub-personalities in cabin- have

students relaxed with theireyes closed. They are in a field, again givemany details, and they see

some woods in front of them. They walk up to the

woods and find a footpath. It leads to a cabin

in the woods. Have students fantasize how bigis the cabin?What is it made of?What kind of' windows does it have? They walk up to the door.

What does the door look like? Inside the cabin are all their sub-personalitiesor different sides 164

of themselves. When they open thedoor, all their

sub-personalities are going tocome out. The7 can

identify them and say what theywant to them.

When the students have finished theirfantasies, have them share them in groups of four. Then back in the group anyonecan share his fantasy with the

whole group. This exercise is very effectivebefore the students go on solo. It allowsthem to become

more aware of themselves and their internalvoices that they will invariably hearwhen by themselves.

Students will have an opportunityto learn more

about themselves from theirsolo. It is a good

idea to suggest theykeep track of the voices in their journals.

3) Role play each member of thecrew Split up in two groups, and pickhalf the people to role-

play. Set up a scene, i.e., dinner time,breaking camp, group discussion,etc., and each group

will role play the samescene portraying the same characters. This means to role play the whole

crew this process has to be done twice. In the

role play try to capture thecharacters' body

posture, mannerisms, voice, and whatthat person

would say. One group does their role playand 165

then the other groupgoes. When this has termin-

ated, the people playingthe same parts, as there

should be two ofevery character, share how they

felt playing that role. What was hard or easy for you? In the large group have the two people

share what they found about that role and person,

and then have the person they portrayedgive their

impression of how it was to watchthemselves as others perceived them. The role play is very

effective if also done before solo. The students

on solo will have,how others perceivedthem along

with their own awareness ofsub-personalities, all to reflect on.

4) Re-entry Role-play Students describe situations

they are going back to, i.e., school,parents, girlf:iends, etc., that is causingthem some anxiety. Person whose scene it is can describe

each of the roles and thescene. This person can also play many of the characters, by switching

roles, and thus allowing the other playersto get

more of the flavor of the character. Re-entry role-plays allow the students to terminate the

outdoor experience constructively andaid in the transition back home. 166

Role-playing isa beautiful way to bring closureto the end of the course and prepare students for theirtransi- tion home. The Fantasy of sub-personalities,#2, was met with mixed success. Some groups were able to use itcon- structively while othersjust could not grasp its real

meaning. Role-play of each member, #3,proved to be very

enlightening, plusa lot of fun. People knew each other

very well and were real accurate withtheir characteriza- tions. The Re-entry Role-play, #4,was very successful when it was used, but italways seemed that therewas not enough time of the end ofthe course to truly developit. 167

Chapter VII

DEMONSTRATION PROJECT FINDINGS

1. Methods

Sample

The demonstration project was implemented inthe

summer and.fall of 1976 at tne Connecticut WildernessSchool in Goshen, Connecticut. Six courses were included in the

project. They consisted of two 19-daycourses in July,

two 19-day courses in August, and two15-day courses in October.

Students were all selected by theirspecific agency, a town youth organization, probation officer,group home, juvenile institution, churchgroup, orchool counselor, as being able to benefit from tIle WildernessSchool pro- gr-1.m. The students attended an orientationprogram and then decided for themselves that theywanted to go to the Wilderness School. So there was a commitment of each student to be a productive member of thecrew. Students were randomly put in one of the twocourses, using the criterion of separating students from thesame agencies and keeping the groups homogeneous according to 'males andfemales and age levels. No other factors were included in thedecision of which group to put each student in. 168

Two dburses started atone time. One group was the confluent groupor experimental group and the other the

control group. A total of 72 students, aged 14 to 20,

started the sixcourses, 36 in the Confluent group and

36 in the controlgroup. Only the students who finished

the course were included in the project. The Confluent group had a total of 31 students, 25 males and 6 females.

The control group totalled 30 students, 23males and 7 females.

2. Procedure

In this study, twogroups went out in the field simultaneously in July, August,and October. The weather conditions as were the activitieswere all identical.

All courses were comprisci ofbackpacking, rock climbing, canoeing, a solo experience,a community service project, and a ten-mile run. Only the service project varied between groups.

All the crews had two instructors, whowere required to attend an intensive 12-day staff trainingwhere the program procedures and outdoor skillswere taught. The curriculum of what must be taughtwas standardized. Each instructor pair was madeup of a male and female, who worked as co-instructors. Instructor style varied between the courses, which is commonplace. 169

The variable which isthe focus of this demonstration project, was the Confluent Education curriculumimplemented only in the experimentalor Confluent group. The three experimentalgroups were instructed by the author with

three differentco-instructors. The Confluent curriculum

was presented in its four stagesas described earlier. The author led most of theexercises in the curriculum,

and occasionally theco-instructor 'facilitated specific components.

Two evaluative surveyswere used to measure any changes between the twogroups. Theywete both given asa pre- and post-test, although becauseof the randomly selected.population, only the post-tests needed to be tabulated. The uniqueness of this studyprecluded any suitablesurveys to measure the change inaffective educationon an Out- ward Bound course. So one evaluation was selectedfrom the Outward Bound literatureand the other from theCon- fluent Education literature,as counter-balances for each program's specific emphasis.

The Evaluation of the Effects ofOutward Bound, 1973, developed by Mary Lee Smith,Roy Gabriel and Ronald D.

Anderson for Outward Boundat the Bureau of EducationField Services, School of Education,University of Colorado,

Boulder, Colorado,was used. Along with The Life-Meanings 170

Survey, 1975, developed by Stewart B. Shapiro,Department

of Education, University of California,Santa Barbara, to assess the outcomes of humanistically oriented educational

projects and confluent educational projects.

The Evaluation of the Effects of Outward Boundwas

first field tested in a pilot study of 62students, and

then implemented in 1974 withan eligible population number- ing 620. Seventy-seven percent of these students returned

the evaluation, as it was sent through themail. It measures four outcome criteria; theyare self-esteem, self-awareness,

self-assertion, and acceptance of others. Smith et al. operationally define these termsas:

Self-Esteem. A person high on this scale will endorse statements which indicate his valuing of himself as a persoA of worth, his perception of himself as neither vastly superioror inferior to other people, his acceptance of himself regardless of weaknesses, his acceptance of his physical body, his mental abilities, his ability to relate to others, and his own standards. He will reject self-deprecating comments, as wellas fears of judgement of him by other people.

Self-Awareness. A person scoring high on this scale will show evidence of self-examination and analysis by indicating that he has engaged inthese processes and feels in touch with himself and aware of his emotions, abilities, potential, and limitations.

Self-Assertion A person scoring high on this scale will endorse statements which show activity rather than passivity, which indicates taking rather than avoiding leadership and responsibility, 171

which indicate confronting ratherthan avoiding fear-provoking or challenging situations.

Acceptance of Others. The person who endorses statements of compassion for other people will score high on this scale. Acceptance of others regardless of their weaknesses, willingnessto assist the less ableperson, taking responsibiltiy for others when it is necessary,are all components of this construct. "Others" here definitely should mean persons both in and outside the patrol. The necessity for items to exclude patrol-oriented wording leads to an ambiguity in the scale. (Smith et al., 1973, p. 16-17) The Life Meanings Suryey, Shapiro writes:

...attempts to reach a deeper, more personal level of response than the usual paper and pencil personality, attitude, or achievementmeasures by probing into relatively enduring effects which make a difference in the lives Of the participants. It investigates some of the major philosophical- psychological domains of what is substantially worth brIlieving in, doing and living for, and what is a coherent useful philosophy of life. (Shapiro, 1976, p. 467)

Shapiro reports on the results of usingthe survey in three studies, the effects of ConfluentEducation on high school students, the outcomes ofa humanistically oriented medical program, and the results ofa 1-year program in Confluent Education for school administrators.

The survey has also been used in Master's projectsand

Ph.D. dissertations of the Confluent EducationDepartment at the University of California at SantaBarbara.

The Life-Meanings Surveycan be utilized in an interview form or paper pencil questionnaire. The questionnaire 172

was used in this demonstrationproject for its ease and expediency of administration. The survey is divided into five areas ofmeaning, which are intentions, significance, Symbols,sense, and relationship to the current project. Shapiro describes theseareas in

"Development of a Life-MeaningsSurvey", Psychological

Reports, 1976, 39, 467-480. He writes,

Intentions are the aims, missions,or goals which give direction and positivethrust to a person's life. Significance has to do withthe question of what is worthwhile, whatis of central importance to.the individual. It refers to the substance, weight, moment ofexperience and what really mattersor makes a difference in life. In the Life-MeaningsSurvey rituals, ceremonies (shared symbolicaction patterns), and signs (direct indicationsor portents) are included as well as symbolsper_ se (more abstract in thesense that they represent but may not have the form ofappearance of that which they stand for). The intention of the survey is to- help the respondentidentify and describe those symbols whichare especially important to-him. [The results of the symbols section is not reported here,as these findings are not pertinent to the study asare other areas.] Sense refers to finding order, patterns, coherence in existence. It includes explication and understanding of self, world,and self- LI-the-world. It is meant to cover both cognitive-analytical and intuitive-affective understandings. The question, "What isyour philosophy of life?" fits wellthough not ex- clusively in the sense category ofmeaning- making. 173

Relationship to the current project ties meanings to a specific context. ...The main purpose of the questions here, however, is an atteNt to determine the amount and kinds of influence the particular project has,hadon the life-meanings processes of the participants. (Shapiro, 1976, 470-472) In attempting to evaluate this demonstration pro-

ject there are cer%ain drawbacks to this study that need to be cited.

1) This was the first time the author and im-

plementor of the Confluent Education curriculum presented

it on a 19-day Outward Bound course. The second and third courses (August and October) of the demonstration

project receivecna smoother andmore refined presenta-

tion of the curriculum than the Julycourse.

2) An Outward Bound course.in andof itself is very time consuming and physically and emotionally draining. There were many times when c.he Confluent

Education curricUlum could not be presented to its fullest capabilities, as there was not enough time or students were too tired to be receptive for any more additional activities.

3) The two evaluations administered have been used with only select groups and are fairlynew in their applications.

4) Some students had difficulty reading and understanding the evaluations, especially the Life- 174

Meanings SUrvey. Special attention was givento these students, although othersmay not have asked and just filled out the evaluation.

5) On the third course (October) ofthe project,

one of the instructors of the controlgroup used some of the Confluent Educationcurriculum with the crew.

After exposure to it, she found itapplicable and -wanted to try some.

6) On the Evaluation of the Effets of Outward

Bound, an analysis of variance^wascomputed for signi-

ficance, so these resultscan be interpreted as con-

clusive. On the Ljfe-Meaning Survey,though, percen-

tages of frequency scoresare presented. These findings

are inconclusive but can be used as indicationsor movements in certain directions.

3. Results

As stated in the Introduction,this'report of

the demonstration project doesnot purport to yield

experimental prooT of hypotheses,but rather intends

to be an exploratory study designedto respond to

issues found in the literatureand in theory. The author hopes this study willgenerate new research

in this are'a and refinehypothess-. 175

The results of the Life-MeaningSurvey are presented

in percentiles basedon frequency scores. An analysis

of variance was computedbetween the. responses of the

experimental or Confluentgroup and the control group,

to the Evaluation of the Effectsof Outward BOund. The probability of the differencesbeing greater then T,

based on the .05 level of significance,is used here.

The results are presented hereaccording to the

hypotheses made earlier, for simplicitypurposes. The

two evaluations, plus all of the questionresults are available in the appendix.

Hypothesis I There will be no difference inthe self-orientation, identification, and expression of feelings, sensitivity and acceptance of othersbetween the two groups.

The results of the)Evaluationof the Effects of

Outward Boundhelp explicate th_s hypothesis. In the four areas of this evaluation, self-esteem,self-awareness, self-assertion, and acceptance of othersonly one measure was statistically significant, where Twas less than .05, and that was in acceptance ofothers.

The results from Table 1 and theresponses t questions which makeup the measures all had 30 students in the experimental group and 30 inthe control group. 176

Table 1

Results of the Effectsof Outward Bound

Standard Difference of Variable Mean Deviation Probability >T

Self-esteem (SES) 3.14* .55* 3.21** .53** 0.6434

Self-Awareness 3.36* .39* (SAW) 3.44** .37** 0.4610

Self-Assertion 3.51* .49* (SAS) 3.36** .37** 0.1869

Acceptance of 2.86* .47* Others (ACO) 3.23** 0.0057 *-Experimental **Control

The Confluentgroup with a low meanaverage :lemon- strates they do not acceptothers, which is statistically significant, as muchas the control group. To see the difference between self-orientationof feelings and sensitivity a look at the questionswhich make up the measure of acceptance of others is needed.

E;ollowingare the questions, results, and interpretations of the ninecolvonents making up thismeasure.

The students selected eitherstrongly agree, agree, no opinion, disagree, or stronglydisagree for each statement. Usually strongly agreewas weighted 1 and strongly disagree weighted 5,in some cases thoughthis scoring was reversed, so a brief explanation isincluded. 177

Qdestion 4: When I meet someone new, Iautomatically trust him.

Result: The Confluent group disagrees.withthis statement more than control.

Mean S. D. Diff. of Prob. >T Exp. 2.21 .86 Control 2.62 1.12 0.1197

Question 8: I'm easily irritatedpy people who argue with me.

Result: The Confluent groupagrees more with this statement.

Mean S. D. Diff. of Prob. >T

Exp. 2.53 . 19 Control 3.00 . 20 0.1089

Question 16: find it is difficult to befriendly with people who have different backgroundsfrom mine.

Result: The Confluent group agreesmore with this statement.

Mean S. D. Diff. of Prob.

Exp. 3.37 1.07 Control 3.90 .98 0.0512

Question 20: I can't work well withsomeone I don't like.

Result: The Confluent group agreesmore with this statement and this difference isstatistic- ally significant. Mean S. D. Diff. of Prob. >T Exp. 2.1 .76 Control 2.9 1.26 0.0029 178

Question 31: Even when I recognize that ajoerson has faults, I can get along with himanyway.

Result: The Confluent group agrees with thisa bit less than the control group.

Mean S. D. Diff. of Prob. >111

Exp. 3.66 . 90 Control 3.83 .53 0.3553

Question 34: I have a hard time listening to people with different ideas than mine.

Result: The Confluent group disagrees withthis statement more than the controlgroup.

Mean S. D. Diff. of Prob. >T

Exp. 3.33 1.27 Control 3.17 1.10 0.6049

Question 35: Sometimes I can't help but feelthat most other people are below me.

Result: The Confluent group disagrees withthis statement less than the controlgroup.

Mean S. D. Diff. of Prob. >T

Exp. 3.28 . 88 Control 3.70 .84 0.0631

Question 39: I get impatient when one person slowsdown the group I'm in.

Result: The Confluent group agrees with thisstate- ment more than the control group. The difference is statistically significant.

Mean S. D. Diff. of Prob. T

Exp; .07 . 78 Control 2.77 1.14 0.0074 179

Question 50: I sometimes think "I would likethat person better if his ideas weremore like mine."

Result: The Confluent group disagreesmore with this statement than the controlgroup.

Mean S. D. Diff. of Prob. >T

Exp. 3.41 1.15 Control 3.17 1.05 0.3935

All of these statementtaken together make up the

acceptance of others measure. Confluent students did

not accept others as muchas the control group. Some of the responses to thesestatements demonstrate that

the Confluent students tend tohave their feelingsmore

on the surface and identify andexpress them more. The responses to statements #39, "I getimpatient when a

person slows down the group" and #8,"I'm easily irri- tatedwith people whoargue with me" are both examples of

Confluent students beingmore in touch with their feel-

ings than the controlgroup.

The responses to statements #8, "I'measily ir-

, ritated..." and #4, "When I meet someone now,I automat-

ically trust him," and #20,"I can't work well with somebne I don't like," tend toshow that the Confluent

students are more sensitivethan the controlgroup, they respond to their feelingsmore and do not trust, people automatically. 180

The responses tostatements #16, "I find it dif-

ficult to be friendlywith people who have different

backgrounds than mine,"and 435, "Sometimes I can't

help but feel thatmost other people are below me,"

help to demonstrateConfluent students are more self-

oriented. This along with the wholeacceptance of others measure allows the authorto draw the conclusion

that Confluent studentswere more self-oriented and not

into other people. Only two otherresponses to statements in The Evaluation ofthe Effects of Outward Bound

were significanity different and tendto support the self and feeling-orientedfindings. The questions and resialtsare presented below.

Question 22: I don't worry or condemn myselfif other (SES) people pass judgementon me.

Result: Confluent group agreed withthis .statement and did not care whatothers thought of them.

Mean S. D. Diff. of Prob.

Exp. 3.60 . 81 Control 3.13 . 97 0.0486

Question 30: If enough competentpeople are around, (SAS) no one will notice when I don'ttake the lead. Result:' Confluent students disagreedwith this statement that people wouldnotice them.

Mean. S. D. Diff. of Prob. >ir Exp. 3.33 1.15 Control 2.62 .73 0.0065 181

The data from Table1.along with the responsesto

the specific questionsallow the author to rejecthypothesis I. Students witha Confluent Education curr culum on an Outward Boundcourse will show a diffectre in

self-orientation, identificationand expression of

feelgs, sensitivity, andacceptance ofothers, than a

group without the Confluent Educationcurriculum. These findings are Also consistentwith the Confluent Process, where the first stage isa self and affective introver- sion. In other words, students initiallyexposed to Con- fluent Education trainingwill be into themselves,and their own feelings, beforethey can start toopen up to and accept others.

Hypothesis II There will be no difference inthe honoring and value put to feelingsand self- reference, in deciding what isimportant and what makes sense, betweenthe two groups.

The Life-Meaning :Iirveyresults elUcidate this hypothesis. Two of the areas of thesurvey, significane and sense, focuson the process of making sense and deciding what is important. The stud,:mLs had four methods in each question to selectfrom. They were asked to rate their methods first throughthird; onlit their first choices are reported here, as the percentof the group responding to the particular method. 182

Table 2

Responses to the Question: "How do you decide what is really importantor counts in your life?"

(Sample responding: Experimental N=27 Control N=25)

Choices Exp. Control

A. Referring to self, centering, feel- 37.04% 24% ings, body, awareness, subconscious, intuition

B. Through others, relating and iden- 14.81% 32% tifying with others

C. Thinking analysis, reason, 14.81% 20% intellect

D. Combined patterns, feelings, and 33.33% 24% reason together

Table 3

Responses to the Question: "What is your method of trying to make sense?"

(Sample responding: Ex:lrimental N=27 Control N=29)

Choices Exp. Control

A. Self-reference, feelings, roles, 29.63% 13.79% intuition, body feelings

B. Thinking, analysis, reflection, 33.33% 31.03% brain

C. Through others, talks, observations, 22.22% 17.24% checking with friends, etc.

D. Combined patterns, feelings plus 14.81% 37.93% reason 183

Tables 2 and 3 demonstrate that the Confluentgroup

refers more to their self and feelings indeciding what

is important and what makessense. These findings are

not statistically proven, althoughboth tables do cor-

respond in the self-reference method. This method is con-

sistent with the Confluentprocess discussed earlier, of

initially being very self- and affectivelyoriented. Other findings of interestare Table 2 scale for

deciding what is important throughothers. Almost one third of the control group preferredlooking outside

themselves for this decision. The combined patterns for both tables are inconsistent, thismay be from the inter- pretation of the questions, butany interpretations on that method-are inconclusive.

The data from Table 2 and 3 do tend toreject hypothesis IT, as there isa difference in the value put to feelings and self-reference in decidingwhat is important and what makes sense, between the twogroups, although it is not conclusive.

Hypothesis III There will be no difference in the esteem placed on personal growth experiences and self-satisfaction between the two groups.

Three areas of The Life-MeaningSurvey, significance, sense, and relationship to current project all havea 184

question that focuses in thisarea. On each question

students had to rate their choices,for simplicity only

the first choice was used inall these findings. Each question haS many choices,only the choices with the

largest variances are reportedhere. All other choices

and results are available inthe appendix.

Table 4

Responses to the Question: "What people, things, really matter to you?"

(Sample responding: ExperimentalN=28 Control N=27)

Choices Exp. Control

A. Relationships with others, helping 32.14 40.74% people

B. Useful, full, self-satisfyinglife, 28.57% 14.81% own soundness, self-acceptance

C. Character traits wisdom, sensi- 3.57% 14.31% tivity, awareness, knowledge

Table 5

Responses to the Question: "What is your philosophy of life?" (Sample responding: ExperimentalN=29 Control N=29)

Choices Exp.. Control A. Good, warm, nourishing relatioh- 31.03% 17.24% ships with people

B. Self-development, personal growth, 27.59% 13.79% self-actualization, huMan potential D. Risks and change 13.79% M. Freedom 13.79% 24.14% 185

Table 6

Responses to the Question: "Which of the five statements best describes the quality of general effects of the proect/program on you?"

(Students were asked to ralk five statements,but only the first choicesare presented here.)

(Sample responding: ExperimentalN=29 Control N=27)

Choices Exp. Control

A. Direct influence on life meaning 13.79% 22.22%

B. Personal growth 24.14 14.81%

C. Increased awareness 17.24% 3.70%

E. Improved relations with others 0% 11.11%

G. Increased self-knowledge 6.9% 18.52%

0. Enjoy life more 10.34% 0%

P. I live now 0% 14.81%

The results from Tables 4,5, and 6 indicate a definite movement towards personal growth and self-satisfaction experiences for the Confluent (jroupmore so than the control group. All the scores for these items(29';:,, 28.24) are very consistent. The data tend to reject Hypothesis

The Confluent group demonstratesmore of a predilection towards personal growth type experiences which isconsistent with the first stage in the Confluentprocee3s.

Another finding of interest is how highthe Confluent group rated relationships with others in Tables 4and 5. 186

This is at first sight in contrastto the findings in the

Evaluation of the Effects of Outward Bound,where the Con- fluent group did not accept othersas much as the control' group. Here in Tables 4 and 5 relationships with others

received the highest percenta9e ofthe Confluent group scores. The Confluent group valus warm and nourishing

relationships with others and theyare very sensitive and

self- and affective-oriented. Feelings are more at the surface level where studentsare more aware of them than the control group. The findings of The Evaluation of the Effects of Outward demonstratesthat the Outward Bound course the Confluent students participated in had the effect of orienting themmore towards introspection, the affect, and the self than towardsothers, although they still value relationships withothers. This point is elucidated in Table 6 in describingthe general effects of the Outward Bound course. No Confluent student chose

"improved relations witithcr,>---°. while 24percent thought ' "personal growth" was.their main effe(t of thecourso.

"Increased awareness" also rated hitjh for theCon- fluent group in Table 6. This is a nobulous term, asone does not know if it is increasedawareness of self, the environment, or othors. The Confluent group chose

"Enjoy'life more" than the controlgroup, where control 187

group picked "I live now" more than the Confluentgroup.

The contol'group aiso thoughtthey:received "Increased

self-knowlec.ge" moreso than the ConfTuont group. "Im- proved relationships with others"was viewed as a conse-

quence to 11 percent of the controlgroup, which is consistent with the Evaluation ofthe Effect of Ourward Bound

findings. It is difficult to drawany hard conclusions

from these data as so many choiceswere available to students, and some overlapping in meaning. No one item in Table 6 received anymore than 24 percent of the students' scores.

Tables 4 and 5 showmore concentration in a few items and enable the author to drawmore indications or movement. Again, these dataare not intended to be conclusive findings but serve asa valuable resource for further research.

Hypothesis IV There will-adifference inthe meaningfulness ansKlevel_ of influence of the Outward Buad course between Oc two groups.

The Lifo-Meaninij Survey is use! 4ogarner the findinTs to this last hypothesis. Stude-:s were asked to rate the effect of the course on theiranswers. This was in tht2

Relationship to the Project section ofthe :;urvo.i. 188

Table 7

Responses to the Question: "Considering the Wilder- ness School as a whole, whateffect did it haveon your answers to these life-meaningquestions?" Sample responding: Experimental N=29 Control N=29 Choices Exp. Control A. Very strong effect, total,complete 13.79% 0% B. Strong effect, a lot of influence 48.28% 44.82% C. Medium effect,some influence 37.93 48.28% D. Little effect, not much influence 0% 3.45% E. No effect or almost no influence 0 3.45%

Table 7 explicates the difference between theConfluent group and the controlgroup. Almost i4 of the Confluent group felt the course had a very strong effect, while0% of the control group could place the experience in thiscate- gory. Grouping the very strongand strong effect ratings together, 62.07% of theConfluent group to 44.82%of the control group thought theexperience had a strongeffect or better on their answers to thesurvey. The control group had 55.18% to the Confluentgroup 37.93?,, who thought the course had mediumor less effect on them.

These percentages allowthe author to rejectHypothesis IV as the Confluent group showed a greater level ofinfluence and meaningfulness fromthe Outward Boundcourse than the non-Confluent group.

1 14 189

Summary

The findings of thisdemonstration project rejected

the four hypothesesformulated. This indicates that there was a difference between thegroup with a Confluent Educa-

tion curriculum and thestandard Outward Boundcourse group. Hypothesis I was significantlydifferent, while

Hypotheses II, III, and IV showedmovement in the direc-

tion of the desiredoutcome. The general hypothesis is also rejected as there isa difference in how meaningful

and personally relevantan Outward Bound experience is

between a group utilizinga Confluent Education curriculum and a group which is not.

Outward Bound in itself isa very powerful program.

It moves people throughpersonal growth andawareness at a rapid speed. It has since its inceptionand has touched a variety of groups. This demonstration projectwas difficult to measure,as a standard Outward Boundcourse educates people and allows themto Irow. Add a new dimen- sion, Confluent curricula or attentionto the affect, and one has to measure varying levelsof growth. which is intangible to start off with. Any improvement on an already highly successfulprogram is an asset. The results of this demonstrationproject prove that something 190

different happened to theConfluent group, althoughour sophistication at measurementcan be refined along with

the exactness of thestudy, thjs will be the endeavorof future studies, it is hoped.

Confluent Education as statedearlier is a program

in constant flux, alwaysredefining -.1.bself and refining

its methodologies. The last decade has broughtan attempt to measure this personal arowthengendered from humanistic

and Confluent typeprograms. The results of thisdemonstration project, the internalself-orientation, described in,the Confluent process section, is consistent withfind- ings from the humanisticallytrained administrators, medical professionals,and research done by Directed Research in Confluent Education (Drice) . (Personal Com- munication, George Brown,February 12, 1979.)

4. Conclusion

The demonstratin prolect iniiple110-?ntutin resp=ynded to the four areas irlentionedon page four, 1) the need for research dealing with chan(iin course coiaponenfs and studying the outcomes in outwardBound, 2) the neel forepploy- ing the physical side ofa perscn via outdoor activities in Confluent Educationresearch, 3)the need for further studies pertainingto the sustenance, transference,and application of the knowledgefrom an Outward Boundcourse 191

once the student has returned home, and 4) the needfor facilitation of affective learning noted in theOutward Bound research. It is hoped that thisdemOnstration project will be a jumping off point in thesefour areas and

generate further studies to permit an improvedOutward Bound program andConfluent Educationprogram.

The theory section ofthis study presents thekinship of Outward Boundand Confluent Educationand the need for

more affectively orientedcurricula. The Confluent Educa- tion curriculum synthesized smoothly intothe Outward Bound experience. The author found thecurriculum easilyac- cepted and thought of as just beingpart of the program by the students. So much was happeningto students at One time that they had a real craving to expressit. Some students had never been that serious befol-e,or really talked about theitown concerns. Younger students found the structure and permission liberating, as they wouldnot enter this area of discussionon their own.

Other instructional staffwere very curicis and

interested in the curriculumas many times they fe At ill

prepared to deal with emotionaloccurrences that emenied.

The findings tend(d top1- f...2t. . 1),y the students selectin(7 that thi ,? exper i err.:ewas mf)re in- fluential on their life-maning answers, ci 192

positive things were transpiringwithin students,even

though they may not have beenaware of it. Today there are many Outward Bound adaptiveprograms being used for

rehabilitation or therapeuticmeans. An affective curriculum as presented heremay help integrate some of the learning taking place. Also, findings in the literature

and theory indicate that doingtherapy in the wilderness

can halre positive benefits. The author feels that more

exploration, field I:rojects, studies,writings should be continued in this area. This coud ajlow the therapist

to get out of the officeand actually iater:Act with the

client on a personal and snstainodlevel. The t b rap i_st

could work with individualswhile th aro in

of physical and emotionalstrenuous endeavors and be there

for support for new challenges. Psychother-I'y could be very fast and effective in the wildernesssetting. All of

this deems more research andexplorations.

Another area fc*r furtlwr research islong-Y.1101e on Confluently or affectively educated studentsin outward

Bound. T. .owi do they use this self-orietationn Tali n tney get home? Do they Adjust bett /or worse at 11(-)m than students without this curriculum? Does the emphasis towards personal knowledqe allow themto use the (Iutward Bound experience more?Accentuating the aff ctive side ofan

Outward Bound course may just lieone mLans o Ia ii owing the 193

experience to stick longer. What-are others? The dr,mon- stration project reported here covered only nineteendays, what happened tothese students six monthsto a year later? Long-range studieson Outward Bound students with and without an affective education orientation are needed tesee what is the bestway of sustaining the course growth.

Programmatic concerns inOutward Bound need to be

explored and study theiroutcomes. Should the solo be

longer or shorter? If crews were smaller,would that

enhance the experience? What is the ideal lengthof a course to promote the most learningand growth?

The main intentions ofthis demonstration project

have been to 1) exhibitto instructors and OutwardBound administrators that the emotinal atmosphere is already present in the day-to-dayactdvities of an outward flound course so that staff need to be skiildI u tieating With

the affective si do ofstudent,1.11(j r emotb.ms iid pr:i-nal issues and 2) denomItratethet tht uteom and tearninl from facilitatinkf torthe affective side cah enhatwe student's experience andgrowth from Outward Bound. It can allow the stulent to havea more meaninjful and relevant course tha1i can be far-reaching in other aspectsof their life and only add to the qualityof our society. 194

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