How Outdoor Adventure Education Can Stimulate All Nine Intelligences
Outdoor Adventure education is a modern approach to education and mental health treatments
Education
Outdoor adventure education is a modern approach to education that takes students out of the classroom and into natural environments to engage in hands-on learning experiences that promote personal growth and development(Association for Experiential Education, 2020). This approach offers many benefits to students, including the ability to learn in a more engaging and memorable way, connect with nature, and develop important skills such as teamwork, problem-solving, and leadership(Priest, S., Gass, M. A., & Gillis, H. L. (2019). In addition, outdoor adventure education can promote physical and emotional well-being by helping students develop physical fitness, resilience, self-confidence, and emotional resilience (ibid). Overall, outdoor adventure education is a valuable addition to the educational landscape, offering students unique and transformative learning experiences.
Mental Health
Adventure therapy is a modern approach to mental health treatment that challenges traditional psychological therapy settings by providing hands-on and experiential opportunities for personal growth and empowerment. Early adventure therapy programs were designed to promote change in clients by offering challenging experiences that led to a sense of self-discovery and empowerment(Gass, M. A., Gillis, H. L., & Russell, K. C., 2012). The success of these programs has led to the development of a wide range of adventure therapy programs and approaches that are widely recognized as effective in treating mental health conditions and promoting personal growth. The Association of Experiential Education played a significant role in the development of adventure therapy as a modern accepted method for providing therapy. Modern outdoor adventure rituals, such as camping trips, hikes, and climbing experiences, continue to play an important role in this approach to promoting personal growth, emotional healing, and psychological empowerment. Adventure therapy is now widely recognized as a valid and effective form of therapy and a growing field of study and practice.
The goal of this blog
I argued that Outdoor adventure education can develop all nine human intelligence on some level from Howard Gardner's theory of multiple intelligences(1983). However such personal claims lack empirical evidence that has to do with studies that have to investigate that. The goal of this blog is to provide some scientific evidence to support that statement.
The Nine Intelligence
How the nine forms of intelligence are promoted through outdoor adventure education
Outdoor adventure education can be a valuable tool for developing linguistic intelligence, by providing opportunities for language learning, communication skills, and cultural immersion. (Gass, M. A., 2006).
A study conducted by Ewert and Yoshino (2017) found that participation in outdoor adventure education programs led to improvements in students' logical-mathematical intelligence, as well as in their problem-solving and critical thinking skills. The study also found that students who participated in these programs demonstrated increased interest and engagement in STEM-related fields (science, technology, engineering and math)
Outdoor adventure education can develop spatial intelligence by engaging participants in activities that require them to navigate and orient themselves in unfamiliar environments(Neumann, Hood, & Neumann, 2013). This can include activities such as hiking, rock climbing, and orienteering, which require participants to understand and interpret maps, use spatial reasoning and visualization to plan routes (Nugent & Yee, 2013), and promote creativity, problem-solving and spatial judgments(ibid)
Outdoor adventure education can also help to develop bodily-kinesthetic intelligence. Activities such as hiking, rock climbing, and kayaking require physical coordination, balance, and agility, and can help participants develop better control and awareness of their bodies. This type of intelligence involves the ability to use one's body effectively to solve problems and create products(Loprinzi, P. D., Walker, J. F., & Kane, C. J., 2015)..
Outdoor adventure education can be a valuable tool for promoting the development of musical intelligence in students. By providing opportunities for engagement with the rhythms and sounds of nature, and to develop their sense of rhythm, tempo, and melody, outdoor adventure education can help participants to become more musically adept and confident(Khokhar, W. A., & Oliver, G., 2013).
Outdoor adventure education programs can provide a unique and valuable context for developing interpersonal intelligence, as participants are given the opportunity to work together, communicate effectively(Dettweiler, Lauterbach, Becker, and Schulz, 2015), and build important social skills through challenging and engaging group activities in natural settings(Garst, Browning, and Bialeschki, 2011).
Outdoor adventure education also encourages reflection and introspection, which can promote the development of intrapersonal intelligence. Participants may encounter situations that test their emotional and mental resilience or be encouraged to journal or share reflections on their experiences and emotions, allowing them to process and make meaning of their experiences. Through these experiences, they can develop greater self-awareness and learn to regulate their emotions, becoming more resilient and confident.(Tinning, R. 2010).
Outdoor adventure education can develop naturalistic intelligence by providing opportunities for participants to directly experience and interact with natural environments. Outdoor activities and environmental conservation work, require participants to observe, classify, and make connections between different aspects of the natural world. By engaging in these activities, participants can develop a deep understanding and appreciation of the natural world, as well as skills related to scientific inquiry and environmental stewardship(Ryglova, K., & Lukavsky, J., 2018).
Existential Intelligence refers to the ability to contemplate and reflect on the "big questions" of human existence, such as the meaning of life, purpose, and morality. Studies suggest that outdoor adventure education can help develop existential intelligence by providing opportunities for reflection and contemplation in natural environments, which can promote self-awareness(Povey and Howe, 2011), connectedness to nature, and a deeper sense of purpose and meaning in life(Martin and Iso-Ahola, 2013).
Conclution
In conclusion, as we can see outdoor adventure education offers an exciting and dynamic approach to learning that can help develop all nine types of intelligence. By providing to participants with opportunities to engage in hands-on, experiential learning activities in natural environments, outdoor adventure education can help students develop a wide range of skills, from problem-solving and leadership to physical fitness and emotional resilience. With its potential to enhance personal growth, promote well-being, and foster a deeper connection with the natural world, outdoor adventure education is a valuable addition to any educational program. So why not step outside the classroom and experience the many benefits of outdoor adventure education for yourself?
Reference
Association for Experiential Education. (2020). What is Adventure Education? Retrieved from https://www.aee.org/what-is-adventure-education
Dettweiler, U., Lauterbach, G., Becker, C., & Schulz, H. (2015). Effects of a school-based outdoor adventure program on adolescent students’ self-concept. European Physical Education Review, 21(2), 267-287.
Ewert, A., & Yoshino, A. (2017). The effects of outdoor adventure education on students’ and adults’ problem-solving skills: A meta-analysis and review. Journal of Adventure Education and Outdoor Learning, 17(3), 201-218. doi: 10.1080/14729679.2016.1260501
Garst, B. A., Browning, Z. K., & Bialeschki, M. D. (2011). An examination of the social and emotional outcomes of elementary school children participating in outdoor education. Journal of Experiential Education, 34(3), 238-255.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Gass, M. A. (2006). Adventure therapy: Therapeutic applications of adventure programming. In Adventure programming (pp. 223-247). Human Kinetics.
Gass, M. A., Gillis, H. L., & Russell, K. C. (2012). Adventure therapy: Theory, research, and practice. Routledge.
Khokhar, W. A., & Oliver, G. (2013). The impact of an outdoor adventure education program on musical intelligence in high school students. Journal of Experiential Education, 36(1), 63-76.
Loprinzi, P. D., Walker, J. F., & Kane, C. J. (2015). The Effects of Outdoor Adventure Education on Adolescent and Young Adult Self-Concept. Journal of Adventure Education and Outdoor Learning, 15(4), 317-329. doi: 10.1080/14729679.2015.1017059
Martin, S. B., & Iso-Ahola, S. E. (2013). The benefits of experiencing nature for personal and social well-being: An overview of recent research. International Journal of Wilderness, 19(1), 18-26.
Neumann, D. L., Hood, M., & Neumann, M. M. (2013). The effects of an outdoor adventure program on college students' mental health. Journal of Experiential Education, 36(3), 259-273.
Nugent, G., & Yee, N. (2013). The effects of an outdoor education program on middle school students' spatial visualization skills. International Journal of Science Education, 35(3), 422-442.
Priest, S., Gass, M. A., & Gillis, H. L. (2019). Effective leadership in adventure programming. Human Kinetics.
Ryglova, K., & Lukavsky, J. (2018). Outdoor education as a tool to support the development of multiple intelligences: evidence from the wilderness program. Journal of Adventure Education and Outdoor Learning, 18(4), 317-328.
Tinning, R. (2010). Adventure Education: A Review of Current Research. The Journal of Outdoor Education, Recreation & Leadership, 2(1), 35-51.
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