PATHWAYS THE ONTARIO JOURNAL OF OUTDOOR EDUCATION - WINTER 2017, 30(2) - ISSN: 0840-8114 - THE COUNCIL OF OUTDOOR EDUCATORS OF ONTARIO
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Pathways
The Ontario Journal of
Winter 2017, 30(2)
Outdoor Education
ISSN: 0840-8114Pathways The Council of Outdoor Educators of
Ontario Board of Directors
COEO President: Liz Kirk
Brock University
Formed in 1972, the Council of Outdoor 1812 Sir Isaac Brock Way, Thorold, ON L2V 4Y6
Educators of Ontario (COEO) is a non-profit, ekirk@brocku.ca
volunteer-based organization that promotes
safe, quality outdoor education experiences Past President: Deborah Diebel
for people of all ages. We achieve this by Bluewater Outdoor Education Centre, BWDSB
publishing the Pathways journal, running an 3092 Bruce County Road 13, Wiarton, ON N0H 2T0
annual conference and regional workshops, deborah_diebel@bwdsb.on.ca
maintaining a website, and working with Vice President: Emma Brandy
kindred organizations as well as government
28 Viewbank Road, Toronto, ON M1N 1E7
agencies. Members of COEO receive a
ebrandy22@gmail.com
subscription to Pathways, as well as admittance
to workshops, courses and conferences. A Treasurer: Natalie Kemp
membership application form is included on Royal Botanical Gardens
the inside back cover of this issue of Pathways. 680 Plains Road West, Burlington, ON L7T 4H4
natalie.b.kemp@gmail.com
The Council of Outdoor Educators of Ontario Secretary: Ben Blakey
PO Box 62 Montcrest School
Station Main 4 Montcrest Boulevard, Toronto, ON M4K 1J7
Kingston, Ontario K7L 4V6 ben_blakey@montcrest.on.ca
www.coeo.org Volunteer Coordinator: Karen O’Krafka
Hardwood Nature School
Pathways 576 Murray Street, Peterborough ON K9H 2V1
karen@hardwoodnatureschool.com
Pathways is published four times a year for
members of the Council of Outdoor Educators Director At Large: Andy Halse
of Ontario (COEO). Outward Bound Canada
550 Bayview Avenue, Toronto, ON M4W 3X8
Pathways is always looking for contributions. andy_halse@outward.ca
Please contact the Chair for submission
guidelines. Director At Large: Jamie Innes
Fleming College
Articles in Pathways may be reproduced only 200 Albert Street South, Lindsay, ON K9V 5E6
with permission. Requests must be made in jinnes08@gmail.com
writing and should be directed to Kyle Clarke,
Chair, Pathways Editorial Board. Director At Large: Liz Jankowski
Upper Canada College, Norval Outdoor School
Opinions expressed in Pathways are those of the 200 Lonsdale Road, Toronto, ON M4V 1W6
authors and do not necessarily reflect those of ejankowski@ucc.on.ca
the Pathways Editorial Board or COEO.
Director At Large: Barbara Sheridan
Barrie Forest Kindergarten, Springwater Provincial Park
Advertising included in Pathways should not
1331 Route 26, Midhurst, ON L0L 1X0
PATHWAYS
be interpreted as an endorsement by COEO of
childonground@hotmail.com
the products or services represented. All rights
reserved. To receive an advertising information
Membership: Minka Chambers
package, please contact Kyle Clarke, Chair of
Innisdale Secondary School, SCDSB
the Pathways Editorial Board.
ISSN: 0840-8114 95 Little Avenue, Barrie, ON L4N 2Z4
2 Pathways is printed on FSC recycled paper. minkac@bell.netPathways
The Ontario Journal of Outdoor Education
Winter 2017, 30(2)
Pathways Editorial Board Features
Chair: Kyle Clarke Family Nature Clubs: Exploring the Parent–Child–Nature
Faculty of Education, Queen’s University Relationship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
kyle.clarke@queensu.ca Alexandra O’Rourke
Patrick Byrne Kroka Expeditions: Where Consciousness Meets Wilderness . . . . . . . . 11
Faculty of Humanities, McMaster University
byrnep@mcmaster.ca Walking in Wilderness: Reflections for Personal and Professional
Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Indira Dutt Hervör Alma Árnadóttir, Jakob Frímann Þorsteinsson and Karen
Outward Bound Canada Rut Gísladóttir
Indidutt@gmail.com
Endurance Tuesdays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Kathy Haras Mark Brown
Adventureworks! Associates Inc.
kathy@adventureworks.org Nordic Master in Friluftsliv Studies (Outdoor Studies): An Invitation to
Students Worldwide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Ryan Howard Kirsti Pedersen Gurholt, Anette Bischoff, Erik Mygind and
ALIVE Outdoors Suzanne Lundvall
ryanhoward@aliveoutdoors.com
Zabe MacEachren Columns
Faculty of Education, Queen’s University
maceache@queensu.ca Editor’s Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Bob Henderson
Mitch McLarnon
Faculty of Education, McGill University President’s View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
mitchell.mclarnon@mail.mcgill.ca Liz Kirk
Amanda Merpaw The Gathering
Bishop Strachan School COEO Conference Report and Research Summary. . . . . . . . . . . . . . . . . 28
Bob Henderson and Emma Brandy
amerpaw@bss.on.ca
Tracking
Peter Vooys
Paddling Survey to Ontario Secondary Schools: Overview of Results. 30
Faculty of Education, Queen’s University
Get Kids Paddling
3pvj@queensu.ca
Trailblazers
Resource Editor: Bob Henderson Remembering Cliff Knapp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Department of Kinesiology, Bob Henderson
McMaster University (Retired)
bhender@mcmaster.ca Prospect Point
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Pathfinder at 100. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Managing Editor: Randee Holmes Lance Kennedy
randee_holmes@sympatico.ca
Information for Authors and Artists. . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Layout and Design: Karen Labern
karenlabern@gmail.com 1E ditor’s Log
Exemplary programs, exemplary work together to showcase the powers of
programming: it is a tricky but important flexibility, reflection and facilitation.
idea for a theme issue. Why is this? Well,
in an obvious sense, every issue should All these authors and/or programs have
showcase exemplary programs and become familiar to Pathways over the years,
programming. Then, there is the pressure on and some attention in Pathways has always
authors to ensure they capture the essence been forthcoming. I should add that Jakob
of a quality program. Finally, there is the Thorsteinson has both contributed to
feeling of responsibility of the guest editor Pathways and has been a keynote speaker
to request truly exemplary offerings about at the annual conference of the Council of
outdoor education. So how was this idea Outdoor Educators of Ontario (COEO) at
approached? First off, relax all, there are Camp Glen Bernard.
many exemplary examples out there, and
here, Pathways offers up only a sampling, This issue showcases novel program
and we received more material than we offerings, insight from a new outdoor-
could use. These other articles will appear focused school (Headwaters Academy),
in future issues. Second, Pathways has been the dynamic of launching a collaborative
aware of exemplary outdoor education, new international graduation program, and a
and older programming that would make survey from a new group called Get Kids
a good fit in Pathways, for…well…decades. Paddling (with COEO representation)—all
It is a pleasure to work with both friends of 2017 initiatives. Congratulations to Mark
Pathways and newcomers to put this issue Brown and staff, Kirsti Guholdt-Pedersen
together. and colleagues, and Dave Goldman (and
many others) for these important initiatives.
Royal Roads University on Vancouver
Island is a source of many fine master’s We mourn the loss of Cliff Knapp who was
thesis projects with an outdoor education known to many COEO members for his
focus. Alexandra O’Rourke is a recent 1970–80 involvement in the Northern Illinois
graduate from Calgary with an University/COEO Masters in Outdoor
interesting look at the parent-child- Education partnership and his prolific
nature relationship. Kroka, a writings. In 2012, Cliff was an honourary
wilderness expedition school, guest at the 40th COEO Conference.
is an exciting, even unique,
outdoor education offering Finally, a Camp Pathfinder alumni looks
that will surely inspire back, and ahead—examining what works—
many, particularly on our last pages of exemplary offerings in
folks supporting outdoor education.
an integrated
curriculum.
From Iceland, Bob Henderson
three educators Guest Editor and Resource Editor for Pathways
of different
disciplines
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Sketch Pad – Megan Nowick is a COEO member, artist and educator, who completed her
undergraduate degree in visual arts and geography, with a focus on mural making. Currently
working as a coordinator at the LivingRoom Community Art Studio in Oshawa, she works with
people of all ages and abilities, encouraging creative expression while incorporating nature
with the addition of a community garden. Megan’s art appears on the cover and pages 2–4, 8,
11–17, 21–28 and 30–35.
2P resident’s View
Winter came quickly this year, ushering everywhere are hearing our message and
in 2018 with an unusually long stretch of discovering the valuable opportunities for
cold temperatures across the province. learning and sharing that our organization
For some of us, this meant simply adding provides to its members.
a few insulating layers so we could enjoy
getting outdoors and taking part in all the A huge thank you to Karen O’Krafka, April
opportunities that a snowy winter offers Nicolle and the entire committee of this
for activities like cross-country skiing, year’s Make Peace with Winter (MPWW)
snowshoeing and skating across a frozen Conference for all the hard work done
lake. For others, this meant taking some time in preparation for this year’s successful
under a blanket to catch up on the latest mid-January gathering. Hosted once again
issue of Pathways, planning this summer’s by the awesome team at the Bark Lake
adventures, or entertaining friends and Leadership and Conference Centre, it is
family around a campfire. Whichever way exciting to continue to see expansion of
you prefer to spend your winter, I wish you this highly popular event. The number of
the very best of the season and hope you attendees at this conference has continued
enjoy this inspiring issue! to climb over recent years, even attracting
presenters and student groups from Quebec
Over the last several months, COEO has for the second year in a row! This year’s
been well represented at a number of conference attendees were treated to Jim
different events, and there are plenty more Cain’s wide breadth of knowledge, a
opportunities for outreach scheduled diverse array of workshops, opportunities
for 2018! Past President Deb Diebel for learning and connecting, and of course,
coordinated a successful fundraiser in live music and square-dance calling from
early November that saw members of the talented COEO members. Present to open
Owen Sound community come together this year’s conference was Elder Peter
to support COEO while hearing tales of Schuler, a member of the Mississaugas
Adam Shoalt’s summer adventure across of the New Credit First Nation. His
the Arctic. I was joined by fellow COEO longstanding support and guidance is
members Emma Brandy, Bill Schoenhardt, continually appreciated as further steps are
Kyle Clarke, Bob Henderson and Ben Blakey taken toward strengthening First Nations
in Montreal where we promoted COEO at involvement across the organization.
the annual conference of the Association
of Experiential Education (AEE). I have Wishing you an enjoyable winter season,
been happy to represent COEO within whatever your preferred activities involve!
larger groups such as the Ontario Teachers’ Spring will be arriving shortly, bringing
Federation Curriculum Forum and Get Kids with it the return of the Ontario Wilderness
Paddling (www.getkidspaddling.ca). More Leadership Symposium (OWLS), taking
opportunities are upcoming this winter for place April 27 to 29, 2018.
COEO members to make connections in
the community at university fairs, teacher
PD days and more! I’m glad to report that Liz Kirk
so much outreach is underway, and people President
PATHWAYS
3F eature
Family Nature Clubs: Exploring the Parent–Child–
Nature Relationship
By Alexandra O’Rourke
This essay is a summary of a Master of parents in the movement to reconnect
Arts research project in the Environmental children to the natural world.
Education and Communication program
at Royal Roads University, Victoria BC. Because parents ultimately decide how
The goal of this research project was to their children spend much of their time,
shed light on the parent–child–nature parental engagement may be a key element
relationship as it evolved during an eight- in sustaining children’s relationships with
week, spring 2016 case study of a family the natural world. As an assumption in
nature club in the city of Calgary, AB. A the research shared here, I propose that to
total of 11 families participated, including successfully reconnect children to nature,
mothers, fathers and 19 children 0–6 we should engage, support and reconnect
years of age. The study summarized here parents as key parts of the process, and
employed a qualitative research approach that family nature clubs (FNCs) can offer
informed by hermeneutic phenomenology a platform to aid in this task. Julie Dunlap
and elements of ethnography. A total of and Stephen Kellert (2012) caution: “Yet
six qualitative methods were engaged in facilitating regular nature contact for
as part of this case study: entry phone children, adults must take care not to
interviews, a pre-program journal entry, become barriers to connections themselves”
family participation in eight family nature (p.13). So with nature’s virtually limitless
club events at local Calgary parks, the possibilities, how can adults “maximize
submission of weekly parental journal the possibilities of outdoors, including
reflections, observational field notes, and emotional and sensory interactions, while
a concluding focus group. A great deal still keeping children safe?” (p.13). Can we
of the information shared in this essay resist our temptations to over- supervise
stems from family participation in the and shape the experience? The role of the
eight case-study events resulting in 70 adult caregiver in following the child’s
submitted journal reflections from parents. lead during nature-based experiences may
The observations and insights shared in foster children’s freedom to experience the
this essay speak to the value of engaging natural world while keeping them safe.
Research over the last few decades
investigating the effects of nature contact
in childhood has contributed significantly
to the growing academic and social
understanding of the value of nature-
based experiences for the health of the
whole child—alerting our attention to
safeguarding a childhood where there
is freedom to experience play in nature.
However, the culture of outdoor play in
childhood is increasingly more organized
and supervised by adults, which may
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affect the freedom to experience outdoor
play for children (Chawla, 2015). For the
purpose of the research outlined here, one
factor identified, which results in greater
restrictions on children’s independent
4 activities, especially outdoors, is parentalFeature
fears for their children’s safety (Chawla, part of my own learning in this process,
2015; Clements, 2004; Little Wyver, 2008; I began to sense an important dynamic
Louv, 2005; Rivkin, 1998; Sobel, 2008). evolving between myself, my son and
nature. Eventually, as part of my thesis
Developing parental capacity and development, I began to reflect on these
confidence to provide more unstructured early experiences as “exploring the parent-
time in nature can provide children more child-nature relationship.”
freedom to experience the natural world—
which has been identified as a missing I developed the Parent–Child–Nature
aspect of childhood today, along with (PCN) Study Triad (Figure 1) as a visual
its associated benefits. Embedding the tool to represent the phenomenon of
parent-child-nature experience within a exploring the natural world with my child
community of families, as experienced in where nature was identified as an intimate
a family nature club, is shown to support partner in the parent-child experience—the
this goal as a result of this case study. inspiration for the triangular shape. It is
important to note that this triad recognizes
Interestingly, an area of research that three relationships along the edges:
remains to be investigated, identified
by Louise Chawla (2015) after extensive • Parent–Child Relationship
review of the literature, is “the influence • Child–Nature Relationship
of nature contact on family systems” (p. • Parent–Nature Relationship
446). Specifically, Chawla states, “Future
research should address how nature affects
children and their caretakers together,
and how each side may mediate the
nature experience for eachother” (p. 446).
Although not the purpose of the research
shared here, this study sheds light on how
adults and children can mediate a nature
experience for each other—resulting in
parents’ increased desire to provide more
nature-based experiences for their families.
The Parent–Child–Nature Relationship
I became curious about the parent-child-
Figure 1: The Parent–Child–Nature
nature relationship (PCNR) as a result of
Relationship Study Triad
my aspiration to provide more intentional
nature-based experiences in urban
environments for my two-year-old son as Further understanding and appreciation
part of his early development. To support of this interesting and complex proposed
our nearby nature experiences, I founded relationship is briefly summarized in
Urban Wild Family Nature Club in the fall the sections that follow. Summaries are
of 2014. As founder of this club, I designed supported by parental quotes from journal
and hosted no-cost monthly programming reflections and focus-group comments
for families. The goal of the club was during the case study and are organized
to encourage and support families to into the three edges of the PCNR Study
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explore urban parks together, throughout Triad: the child-nature relationship, the
the seasons, in the city of Calgary, AB, parent-nature relationship and the parent-
Canada. The basic recipe for Urban Wild child relationship. In addition to what
is a sprinkle of nature-inspired activities, parents observed during the case study,
a dollop of family-led nature walks and a new parental insights were developed
healthy scoop of child-led explorations. As regarding the value of nature-based 5Feature
experiences for their families. Parental The Parent–Nature Relationship
observations and insights all contributed,
to various degrees, to the three key Often parents commented on a freedom
principles of the PCNR: nature is a safe from day-to-day distractions or the “adult
partner in our children’s experiences, the world” (as unique to outdoor experiences)
freedom to experience that parents can resulting in a grounding effect and a
provide children is unique to nature-based heightened sense of observation. The
experiences, and caregivers should follow effects of the parent-nature relationship for
the child’s lead. The development of these parents is identified to be a key element
three key principles of the PCNR suggests to the PCNR experience as it provided
that parental engagement in family parents the opportunity to be more present
nature-based experiences can ultimately in the experience with their child.
lead to building parental capacity and
confidence to provide their children with “I am rooted like the trees.”
more unstructured play in nature. It is
also important to note that the community “We arrive. I breathe better already.”
aspect of a family-nature-club program was
observed to contribute positively to the The Parent–Child Relationship
results of this case study and will be briefly
summarized in this essay. Observations around the parent-child
relationship demonstrated how nature
Parental Observations as a partner can support the parent-
child dynamic by providing an authentic
The Child–Nature Relationship experience, a sense of accomplishment and
a connection between parent and child.
What was significant about parental
observations around the child-nature “We were being ourselves again, together.”
relationship was in what it revealed to
parents about their children’s level of “Finding our way…” and “Experimenting
competencies and engagement during with what we can do.”
nature-based experiences. An element
of surprise was often associated with “I feel so lucky to be part of this group
parental observations around this edge and to have the opportunity to explore my
of the relationship. Ultimately, parental connection with the kids and see it in them,
observations revealed that the young child too.”
is a competent explorer of the natural
world, requiring minimal adult guidance. New Parental Insights
As a result of the frequency in which all
parents shared observations around the As a result of what parents observed
child-nature relationship, this relationship around the three edges of the PCNR,
is indicated to be at the heart of the PCNR parents developed new insights regarding
experience. how nature is a valuable partner in their
family experience. Below, I will briefly
“I find I am growing with them, becoming describe the value of nature as a partner, as
more confident about their abilities because identified by parents during the case study,
I see their strengths in new ways. Such a including supporting parental quotes.
gift.”
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1. Nature as facilitator
“Amazing how the openness and fluidity Nature as facilitator of a family
of JUST WALKING [parent’s emphasis] experience was expressed as a relief
through nature kept the kids engaged, and for some parents as they didn’t have
they found things to keep them interested to think about a hundred ways to
6 and entertained—with very little guidance.” “entertain” their children. This resultedFeature
in meaningful family interactions, 3. Nature is a valuable partner in our
connections and freedom from children’s experiences
boredom for their children.
“Interaction with nature is a beautiful way
“Nature is a playground. Running, for children to release their natural energy.”
chasing, jumping. Who needs a park?”
“When given the opportunity, it seems we
“Nature supplies the ingredients and we are perfectly capable of finding happiness in
make the recipe!” nature.”
“When I see [my three-year-old] at home A Community of Families
or other places, they are often bored. Here The effects of a community of families
[nature-based experiences] they will never sharing in nature-based experiences had
get bored.” a positive influence on what parents
observed and in their developing insights.
2. Nature-based experiences can build Below I will highlight a few key effects of
connections to self and to others exploring nature-based experiences as a
community of families:
“I realize now how very important our
connection to nature is. After nature club, The Pack Effect: This effect was observed
we return home content and relaxed because early in the case study and lasted until the
it strengthens our connection to our self and end of the program, where the three- to
to others.” six-year-olds in the group formed a pack
Principles of the PCNR Parental Quote
1. Nature is a safe partner in our “A lot of people would say, ‘I don’t want my
children’s experiences. kids going out in the forest because it is not safe.’
Whereas some of us now, after experiencing some
of this, are saying the exact opposite…so I find that
kind of interesting.”
2. The “freedom to experience” that “I really got to realize all nature is a safe place for
parents can provide children is unique us, so I can let my kids be free…they can be free
to nature-based experiences. and go and explore and experience what, whatever
it is that they want to do really. Which I don’t find
anywhere else than in nature…so it was really the
freedom I could provide for them. Yes, nature is
really that safe place for us.”
3. Follow the child’s lead. “To let our kids lead, decide, or to help navigate that
relationship [referring to the PCNR]…letting them
lead would be my biggest takeaway.”
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Table 1: The Three Key Principles of the Parent-Child-Nature Relationship
Identified by Case Study Parents
7Feature
as part of their nearby nature explorations. “We have a new way of spending time
The pack resulted in increased enthusiasm together…what else is out there?”
to explore and group confidence, and it
demonstrated a desire to take the lead. “We are so much more intentional about
nature time—not just for the kids, but us
Mixed Ages: This element was recognized too—since the program start.”
by parents as an important aspect of
the family-nature-club experience. “Just take them outside.”
Parents observed their younger children
participating in play, initiated by older
children, that parents felt the younger
children would not have thought of (or
felt comfortable demonstrating), such as
rolling down a hill.
The Pack Effect + Mixed Ages: This was
observed to increase group confidence,
boundary testing and exploration of nearby
nature, such as wildlife habitats.
All Eyes: A sense of “all eyes,” in which
a community of parents were involved in
supervision, was identified as an important
element in increasing parental comfort
with the rapidly unfolding nature play
occurring during the case study, especially
near water. The PCNR Study Triad Evolves
The Three Key Principles of the Parent– As a result of observations and insights
Child–Nature Relationship shared by parents during this case study,
Parental observations and insights and we have learned a little more about the
the effects of a community of families all complexity and shape of the parent-
contributed to the three key principles of child-nature relationship than what the
the PCNR identified by parents during this PCNR study triad initially revealed. First,
case study. These three principles indicate the equilateral shape of the PCNR triad
a sense of increased capacity and a desire suggests that all three relationships (child-
for parents to provide more unstructured nature, parent-nature and parent-child)
experiences for their children during would have equal influence on the PCNR
nature play. In Table 1, I will summarize experience. However the child-nature
the three key principles identified by case relationship was observed to be at the
study parents, supported by parental heart of the PCNR experience due to the
quotes. high frequency that all parents reflected on
this relationship. Second, it was observed
The results of this study suggest parents that the development of new parental
may dedicate more time to nature-based insights regarding the value of nature-
experiences for their families as a result of based experiences for their families was
recognizing the various values of nature not exclusive to one edge or relationship
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as a partner in their family experiences, of the study triad. Instead, results indicate
in addition to building their capacity to that what parents observed regarding all
provide nature play as shown by the three three relationships informed and shaped
principles of the PCNR. To demonstrate the development of new parental insights.
this, I am reminded of the following This suggests that all three relationships
are continually interacting, informing and
8 parental quotes:
shaping the PCNR experience. Third, theFeature
PCNR study triad appears in isolation of a nature-based experience for their
external influences. One external influence children—significantly, by following
that was observed to have a positive effect the lead of the child. This new found
on the PCNR experience during this case appreciation is also reflected in the
study was a community of families. Other following parental quote:
examples of external influences at play
during this case study are the following: “I feel it is my role as a parent to let them
activity (structured or unstructured), time discover why nature is important.”
(1.5-hour family-nature-club program in
the morning), season (spring) and place
(urban parks). One surprise was what the research
revealed about how children can mediate
Although our understanding of the PCNR an experience for adults in the natural
phenomenon has revealed a more complex world, as reflected by parents in this
shape of three evolving and interacting case study. Many parents reflected on the
relationships, the PCNR study triad is an benefits of observing their child’s joy and
important conceptual starting point where wonderment as part of nature play, such as
the value continues to be in the recognition enhancing their state of presence, curiosity
that nature is an additional partner to the and fondness for the natural world.
parent-child relationship. Other shapes
that shed light on the PCNR experience “Going out into a natural setting with
during the case study were revealed as part a child as my companion demanded me
of a focus group activity where parents to slow down, follow another’s lead and
were asked to select from a basket of experience the curiosities of the natural
provided nature objects to represent their world through a child.”
PCNR experience. Below I have provided a
few examples. “With open eyes and minds, nature is
everywhere—you just need to slow down
Feather: “I really got to realize that all nature and look.”
is a safe place for us so I can let my kids be
free.” “I am grateful for taking the time.”
Rock: “With rock, I was thinking that ‘nature Conclusion
as a partner’ is a solid foundation for a family.”
Parents in this case study expressed
Water: “It’s interesting to me because if you a developing understanding and
look at it [nature as a partner], it is water, appreciation for what the PCNR offered
but then, if you go deeper, you find something their families—dedicated time to explore
else.” their connection to their children, to
themselves and to the natural world. Most
Antler: “It is an old relationship, a cycle of significantly, our commitment to explore
growing and shedding.” and reflect on nature-based experiences as
families affirmed that the young child is
Leaf: “It represents a learning experience.” a competent explorer requiring minimal
adult guidance to engage in nature-based
Nest: “To me, that is the symbolism right experiences. As a result, the following
there. It is a home.” three principles of the PCNR became
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apparent to the parents: first, nature is
Parents and Children Mediating a a safe partner in our child’s experience;
Nature Experience second, the freedom to experience is
unique and important to nature-based
Overall, parents demonstrated a new experiences; and third, following the
appreciation for their role in mediating child’s lead is an important element of the 9Feature
PCNR. These three principles helped to Rivkin, M. (1995). The great outdoors:
build parents’ capacities and willingness Restoring children’s right to play
to provide more unstructured child-led outside. Washington, DC: National
experiences in the outdoors, which is Association for the Education of
identified as an increasingly missing aspect Young Children.
of childhood today. The development of
these parental capacities, supported by a Sobel, D. (2008). Childhood and nature:
family-nature-club program and parental Design principles for educators.
reflection process, speaks to the importance Portland, ME: Stenhouse
of engaging and supporting parents as Publishers.
part of the process to reconnect children to
nature.
Alex O’Rourke is currently raising her family
References in the urban wilds of Calgary, AB. She shares
her musings of exploring the natural world
Chawla, L. (2015). Benefits of with her young family on her blog: Urban Wild
nature contact for children. Parent. She is an Environmental Educator
Journal of Planning Literature, with a Master in Environmental Education
30(4), 433–452. https://doi. and Communication degree. She has ten
org/10.1177/0885412215595441 years’ experience developing and delivering
programming for students, and more recently
Clements, R., (2004). An investigation families, in western Canada. She is enjoying
of the status of outdoor play. her new role as a director on the board of the
Contemporary Issues in Early Alberta Council for Environmental Education.
Childhood, 5(1),68–80.
Dunlap,J. & Kellert, R. S. (Eds.). (2012).
Companions in wonder: Children
and adults exploring nature together.
Cambridge, MA: The MIT Press.
Little, H., & Wyver, S. (2008). Outdoor
play: Does avoiding the risks
reduce the benefits? Australian
Journal of Early Childhood, 33(2),
33–40. https://doi.org/10.1017/
CBO9781107415324.004
Louv, R. (2005). Last child in the woods:
Saving our children from nature-
deficit disorder. Algonquin Books.
O’Rourke, A. (2017). Family nature
clubs: Exploring the parent–child–
nature relationship. (Master of
Environmental Education and
Communication), Royal Roads
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University, Victoria, B.C. Canada
(10605170)
10F eature
Kroka Expeditions: Where Consciousness Meets
Wilderness
The Story of Kroka and guides for Mahoosuc Guide Service in
Maine. Misha was raised and educated in
“We named our school after Kroka, our the “Russian outdoor tradition,” traveling
six-year-old Alaskan husky. Kroka loves and teaching in the wilderness.
all people. She never starts dogfights and
always wiggles her tail, giving slobbery Kroka started as a summer camp
kisses to everyone. She loves to be out in program at Hilltop Montessori School
the wild and sleep on the snow, as much as in Brattleboro, VT. Its conception and
she does eating out of the compost pile and curriculum were the themes of Misha’s
sneaking onto the couch at night. She is an thesis at Antioch University New England
independent explorer and expedition-route graduate school. After that first summer,
finder. A kind of ideal trip companion, she Misha and Lynne continued to work with
also serves as a pot washer and gives us students in afterschool and school vacation
no trouble, as long as she chooses to stick programs.
around the group.” –Taken from the first
published Kroka programs guide, in 1997. Misha and Lynne saw a strong need to
change traditional outdoor education:
The Beginning (1995–1998) to make it less contrived and more real,
and to bring a stronger and lasting
In 1996, Misha Golfman and Lynne connection to nature and community. They
Boudreau founded Kroka Expeditions also saw the need to make traditional
as a year-round adventure school. They environmental education more engaging,
were both public school teachers as well inviting, dynamic and meaningful for
as instructors for Outward Bound Schools children.
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11Feature
Education Principles School Programs
Kroka’s founding principle is to bring In 1999, after being approached by
children into nature using the dynamic several schools with varying educational
modern pursuits of whitewater paddling, philosophies, we began our School
climbing, caving and mountaineering. Our Programs. Today, we work with over 500
curriculum of natural sciences, traditional students in grades K–12 from more than 30
and indigenous craft skills, arts and music, schools around the country, supplementing
and the philosophy of simplicity are and supporting the class curriculum
brought into the experience in measured with expeditions and wilderness skills
doses as participants become ready for programs. Serving local youth has always
them. The teaching focus is always on been an integral part of Kroka’s mission.
positive change in the world, special From the beginning, we offered afterschool
human contributions to society and the programs to local youth, and we continue
wonders of nature. to offer school vacation programs and
work with our local elementary schools.
Semester Program
In 2004, we launched the Vermont
Semester. This began from a desire to offer
long-term involvement with the same
group of young people, just as Misha had
experienced with his outdoor club students
in Russia. Our first high school semester
served seven students. It was born from
our year-long Club Horizon program, a
group of youth that met regularly and
planned, prepared and trained for a
Through our experiences working with month-long summer expedition. We now
Waldorf schools, we made the decision offer two high school semester programs
to become a Waldorf-inspired school. every year. The second semester program,
Waldorf pedagogy is now an integral Ecuador Semester, began in 2007 and came
part of our staff training, along with the from the shared dream of our Ecuadorian
study of singing, eurhythmy and other friends who joined us in 2003. That
Waldorf-inspired art and movement forms. partnership has grown into an exchange of
Experienced Waldorf educators join Kroka teachers, students and apprentices between
programs each summer to share their Kroka and the Ecuadorian organization,
teaching experience and to learn how we Nahual.
work with children in the outdoors. We
also work with Montessori, cooperative, Summer Programs
charter and other progressive schools. We
observe exceptional educators applying In 2018, we are offering 30 summer
various experiential methods in their work programs divided into five schools:
with students. From our observations, Whitewater Paddling, Rock Climbing and
we are able to take the best practices and Caving, Open Water and Ocean Paddling
incorporate them into our methods and and Sailing, Bikepacking, and Rites of
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curriculum. Through cooperation with Passage and Wilderness Skills. Our one-
many educational streams, our teaching to four-week-long programs are offered
philosophy is constantly evolving. Twenty- in sequential progression, designed to
three years later, Kroka remains a dynamic take a student from childhood through
experiment in transformational education. adolescence. Students come to Kroka
12 year after year forming lasting bonds andFeature
developing a sense of belonging. Programs animals, gear, and people. This took place
for younger students are focused around with the incredible help and support of our
cultivating a sense of wonder and intimate Kroka families, neighbours and supporters.
connection to the natural world, while It was an amazing feat!
older students are able to travel to the
remote wilderness and practice technical We now have a strong team of committed
adventure sports. The pinnacle of the staff and trustees, we serve 1000 students
Kroka summer experience, the CAPSTONE each year and our operating budget is over
programs, allow students to paddle some $1,000,000. We are so grateful!
of the most difficult rivers
in eastern Canada and climb
glaciated volcanoes in South Our Growing Farm
America. Program
Apprenticeships In 2017, our farm
grew over 35 percent
We take pride in the fact that of the food used for
many of our staff were once our programs and staff
our students. Our apprenticeship community. Two full-time
program began when our semester farmers are aided by every
students wanted to continue to staff member and student
be part of Kroka. We now offer who comes to Kroka. In our
an apprenticeship program that dairy, we milk two cows
has a dozen seasonal apprentices. and make cheese, butter
Apprenticeship is typically a two- and yogurt. Several gardens
summer commitment that combines produce root vegetables and
training, working alongside salad greens, and 130 chickens
experienced instructors, mentorship, lay eggs. We also have a small
helping on the farm and living in a apple orchard, and grow
close-knit community. blueberries, raspberries and
strawberries. Our bees work
Seven Oaks Farm (2007– hard in pollination. Much
present) of the work on the farm
is done during morning
Our move to Marlow, NH chore period, where
from Vermont, took place over 100 people work
in 2007. We were growing together caring for
beyond the land at Trollhaugen Farm and the land. Morning chores are a sight to see
began developing a vision for a permanent at Kroka!
Kroka campus. In 2006, we met with all
of our staff, and under the guidance of Kroka West
grandfather Ray Reitze, we envisioned
what was important to have on the new The newest initiative, “Kroka West,”
Kroka campus in order to best serve is starting this year with our long-
youth and our mission. The list was long! term program director, Leah Lamdin,
Lynne presented the list at the top of the developing programming in Northern
mountain and set it aside for the upcoming California, based out of Frey Ranch, the
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busy summer. In the fall, the first place home of a long-term Kroka family. In 2017,
we looked at was a farmhouse in Marlow. we are offering hiking trips on the Lost
There, we found many of our wishes Coast and paddling programs on Eel River.
from the list. We signed the mortgage in
the spring of 2007, and in four weeks, we
moved our whole organization: structures, 13Feature
Welcome to the Kroka Semester The call to leave the ordinary world and
Programs! venture into the unknown is an ancient
one for peoples of all cultures. Kroka
A Kroka semester is a uniquely semester programs are an answer to
transformative experience: we embrace that call. During the semester, we spend
risk, we welcome discomfort, and we long periods of time on self-sufficient
experience the vulnerability that arises expedition, discovering the world and
with challenge and interdependency. In ourselves in ways that we may not have
doing so, we have the opportunity to experienced until now. We learn to be at
shed the layers between ourselves and the home with our own inner landscape as we
world, and to wake up to what it is to be come home to the wild one. We begin to
fully human. know ourselves as belonging to nature, as
nature belongs to us.
We experience the beauty of what the
Norwegians call friluftsliv, roughly
translated as “free life in nature,” moving
with sureness and ease over the land,
learning the old skills, not to survive, but
to celebrate our ability to find “home”
outdoors. A sense of intimacy with a
friendly wilderness becomes natural. One
semester student said, “When the pressure
drops, I can taste it in my mouth, and I
know it will rain.”
Many of the layers we carry, built up by
the pace of modern life, fall away. Our
true selves are given a chance to emerge.
If we can meet this opportunity with the
courage it calls out in us, we step more
fully into the light of who we are and who
we can become. Worlds open to us.
We work with our hands to make many
of the things we need. This is what we
were made to do, tapping into the ancient
knowing of how to make, do, and care for
ourselves. We sing, at meals, at work, and
on the trail. Singing is health, celebration,
giving thanks, and literally harmonizing
We offer two semester programs for high with one another and all that is around us.
school and gap-year students: Ecuador in
the fall, and northern New England and We take our responsibility for the group
Canada in the winter. Students may enroll seriously. The extent of our commitment is
in one or both semesters. Both journeys made immediately clear: if firewood isn’t
are based on extended wilderness travel, gathered, the dinner goes uncooked. If
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participation in vibrant community life the navigator is sloppy with her map, the
and an accredited academic curriculum. destination will be unreached. Our ideas
Students will receive full high school or about personal contribution begin to shift.
college credit for participation in a Kroka
semester. Federal loans and grants are These experiences are an essential aspect of
14 available. the ability to serve not only ourselves, butFeature
the common good and a just and peaceful • Applications are accepted on a rolling
world. This is something that we can’t basis. The program is limited to 14
unlearn, and it can be taken forward into students per semester.
whatever kind of adult life a young person • Ecuador Semester takes place late
may choose. August through mid-December; Winter
Semester, mid-January through mid-
• Kroka Expeditions is an accredited June.
semester program for high school and
gap-year students ages 17–19. • Students are encouraged to enroll in both
semesters but are welcome to enroll in
• We encourage participation by everyone, just one.
regardless of income, through sliding
scale and scholarship. • Sixteen college credits are offered
through partnership with Sterling and
Wheelock Colleges.
• The Winter Semester is a five-month-
long rigorous expedition, academic and
community high school and gap-year
program. This new and exciting route
will allow participants to experience
the magic of the artic winter in northern
Canada, combined with a spring
expedition, traveling the length of
Vermont by whitewater canoe, wooden
rowboat, and mountain bike. While
developing one’s full human potential
on a 700-mile expedition, students
engage in a challenging academic
program encompassing humanities,
social studies and natural science.
While everyone is expected to give 100
percent to disciplined study, training
and work, Kroka respects individual
learning differences and is committed
to supporting all striving, hard-working
students, regardless of their learning
needs.
• Note: After twelve winters on the Catamount
Trail, we have decided that in order to
sustainably travel on the land in the winter
months, we need to alternate between several
routes to allow for the regeneration of natural
resources in the areas we journey through.
Compiled from the Kroka website: www.kroka.org,
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with permission from Misha Geolfman (founding
director and senior leader).
Kroka Expeditions
767 Forest Road
Marlow, NH 03456 15F eature
Walking in Wilderness: Reflections for Personal and
Professional Growth
By Hervör Alma Árnadóttir, Jakob Frímann Þorsteinsson and Karen Rut Gísladóttir
Taking students into nature for the when unexpected circumstances arise.
purpose of creating opportunities for Their experience and ability to stay in
professional and personal development the moment and to handle new and
is not traditionally accepted in Icelandic challenging situations in a creative way is
universities. However, for the last few essential in order to hold on to the learning
years, there has been a growing demand process, despite changes in the program.
for teachers to apply a wide range of The authors believe it is important to train
teaching approaches, taking into account students to experience nature in a variety
teacher and student co-learning. This of ways, through education and work.
requirement has opened possibilities for
unconventional ways of teaching at the When the Classroom Is Outdoors
university level. Research indicates that
being in the wilderness provides both It could be said that the university
personal and professional affordances environment does not support radical
unavailable in other settings (Árnadóttir, ideas in teaching. As noted above, a
Þorsteinsson & Gísladóttir, 2017; Jakube, recent growing demand on teachers to
Jasiene, Taylor and Vandenbussche, 2016). apply a wide range of approaches has
The aim here is to point out what kind opened the possibility for unconventional
of knowledge, reflective practice and teaching methods at a university level and
emotional competence educators who work crossing the traditional limits regarding
in natural surroundings need, so that they what is considered appropriate in higher
can support students when unpredictable education. The emphasis on a wide range
circumstances arise during the program. of approaches in teaching provided an
This paper is based on one journey that opportunity for an innovative initiative—
took place during an outdoors course to use the Icelandic summer for an
(which has been systematically developing outdoor education course, which started
at the University of Iceland for the past in 2011. This course was also a reaction
number of years).
We describe four days of
a journey and refer to
reflective journals from
educators and students.
Participants were three
educators and 25 students
from the fields of Leisure
Studies, Social Studies, Tourism
Studies, and Geography. The
data was encoded and themed.
Results indicate that being
outside in nature for some time
has a strong impact on students,
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personally and professionally,
regardless of the discipline they
come from. Also, the results
indicate that knowledge and
experience of the teachers who
16 work within nature is crucialFeature
to the economic crises Iceland was going had to leave the project to make space for
through at that time, which led to higher new professionals.
unemployment and more people going
to school. As a result, the University of Successful outcomes for students in
Iceland provided more summer courses. outdoor education, which would lead to
This was well received by students. personal and professional development,
The course aim at that time was to give depend on how qualified the educators are.
students knowledge and skills to travel The quality of the course depends on the
safely in the wilderness of Iceland, teach interplay between education, experience
them how to use a map and a compass to and personal factors of the professionals,
find their way, and make students able including their competences in supporting
to lead an outdoor trip. The focus of the students to better understand who
journey was on “hard skills”—living in they are and who they want to become
tents, experiencing and sharing simple in their personal and professional
life together and linking that fruitful lives (Korthagen, 2013). The theory of
experience to the discipline the students experiential learning emphasizes reflection,
were studying. which is fundamental to create meaning
in a shared experience. At the same time,
it is important to motivate students to
participate in creative processes and to
encourage them to be open to interactive
learning, being present, working in silence
and being resilient (Corey, Corey and
Corey, 2010; Dewey, 1938; Daft, 2015; Kolb,
1984).
A team of three educators with a cross-
disciplinary background was finally
created. On the team were Jakob, Alma
and Karen. Jakob and Alma had a lot of
experience and knowledge working in an
experiential manner in the wilderness.
Karen had less experience in outdoor
experiential education but brought her
expertise in reflective practice from action
research, and she was willing to take a
To begin with, the students were a rather
different path and adopt new knowledge.
homogenous group, coming from two or
The team combination was a welcome
three disciplines, and the three educators,
challenge for us in the preparatory phase,
all males, came from the Faculty of
while we were focusing intensively on our
Education. Having run the course for
working style, while building trust. The
two years, the supervisory teacher
preparation is important because in the
thought it of great value and in line with
journey we need to depend on each other ’s
contemporary policy to open the course
strengths and expertise.
to every student in the university because
he believed it could lead to a broader
To Welcome Uncertainty
learning opportunity. This decision
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affected the dynamic between students
During the summer of 2017, the team was
in a positive way. At the same time, this
running the course for the second time. As
created new challenges for the educators,
usual, we had been monitoring the weather
which had to be met in some way.
forecasts. In Iceland, it is difficult to rely on
The group of students seemed to need
the forecasts because the weather tends to
educators with a varied background. This
meant that some from the educators’ team
change rapidly and we have to adapt. The 17Feature
forecasts looked all right and we expected “I want to leave all my problems behind and
light rain on day three. On August 24, the enjoy the nature while I am here. I want to
physical journey began. We met on campus experience calmness and enjoy the small
at four o’clock in the afternoon. On the way things.” (Student’s final assignment, 2017.)
to campus, students began to experience a
variety of feelings and thoughts. The first part of the walk was up a steep
hill. In planning for this trip, Jakob knew
“On the ride to campus I experienced both the landscape. He knew the challenge of
doubt and anxiety. Why had I signed up for the first steep hill. He had decided on a
this course…I had to share my feelings with path that led into the mountains, knowing
one of the teachers, otherwise I would drop the effect such a landscape can have on
out of the journey…As I told him, the tears individuals. Alma and Karen had not
flowed down…I felt ashamed for crying, but walked this path before. First, their senses
at the same time, grateful for being able to were focused on getting familiar with the
loosen the tension that had accumulated for landscape as they wondered how they
the past days.” (Student’s final assignment, could work with natural phenomenon
2017.) to create a learning space for students to
engage with their experiences. The group
We took a bus to the place where the walked slowly, frequently stopping to
hike started. Once there, we gathered in rest. Then the wilderness began to test
a circle, welcoming everybody. Then we how students’ physical abilities affected
asked everybody to turn around, facing their emotional reactions to that current
outwards. When people were ready to let moment.
go of the multiple roles of everyday lives
and start the journey, we asked them to “The first hill tested my patience. It was
turn into the circle. Following this activity, hard walking so slowly up the hill. And I
we invited students to find a spot of their did not like stopping in the middle of the
own choice and write or draw in the hill with the heavy backpack that I was
reflective journals about their feelings and still getting used to.” (Student’s final
expectations for the days ahead of us. In assignment, 2017.)
the final assignment, students illustrated
their feelings about this moment: “The first hill was the most difficult walk
I have experienced…I had never had to
“I feel excited but still anxious in my body. carry such a heavy backpack during my
Is this going to be too challenging for me? hikes…I worried if this walk was going
Is the backpack too heavy? What if I do not to be too challenging for me. My feet felt
have enough food? What if I start to smell?” tired. I wanted to go home.” (Student’s final
(Student’s final assignment, 2017.) assignment, 2017.)
At the top of the hill, the journey continued
through a grassy valley surrounded by
mountains. A stream flowed through the
valley. The weather was dead calm. Silent.
At this moment students experienced
victory. They had made it up the steep hill.
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“You cannot believe the pride that went
through my body at this moment…I felt like
I had won the world and the thought in my
mind was that I could do everything that
I wanted.” (Student’s final assignment,
2017.)
18Feature
“At the top of the hill my feelings changed. “I realized that all my clothes were wet…I
I saw the field in front of me and it was put on my wool sweater. At this moment,
easy to walk. I began to talk with people. I just wanted to go home, and I began
I started to enjoy the journey.” (Student’s to regret that I had decided to go in this
final assignment, 2017.) journey.” (Student’s final assignment,
2017.)
At the end of the day, we came to the first
place we would camp. When we woke up When we found a place in the
the next day, it was overcast. The top of the mountainside where we could hide from
mountains were covered with clouds. The the wind, we stopped for lunch. At that
weather was mild. The walk continued. We moment, we began to notice the physical
divided students into small groups with and emotional condition of the group—
different responsibilities: one group led empty eyes, shivering, tears and hearing
the walk, another found spots to rest, and statements like “I am not hungry,” “I do
a third came up with things to energize us not want to eat,” and “I am okay,” when
during the walk. The first part of the day we knew otherwise (Analytical discussion,
was easy. We crossed a few streams and October 1st, 2017).
walked over mossy land.
After two hours of walking, the weather
changed rapidly. The wind grew stronger
and it started to rain. The rains seemed
light, but at the same time, dense. In a
short period of time, we all became very
wet without even realizing it.
After lunch, there was nothing to do except
to keep walking. We started to check in
on people. All kinds of thoughts and
emotions were emerging. These feelings
and thoughts ranged from irritation to
hopelessness to having the will to fight.
“I cannot describe how cold I was and the
path seemed endless. The tears started to
flow down my cheeks. I was so ashamed for
crying and I just wanted to walk alone. I
could not believe that I was actually crying
over the circumstances. It was so not in
line with my character.” (Student’s final
assignment, 2017.)
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Many students went through a wide
variety of feelings in a very short time, and
they had to make a decision regarding how
to handle these emotions in order to move
forward. 19You can also read
