Date of Award

10-1997

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Anthropology

Supervisor

William Rodman

Language

English

Abstract

Outward Bound wilderness school uses experiential, adventure-based learning strategies to facilitate personal transformation for its students. While this process has been well-researched from an individualistic, psychology-based perspective, the possible influence of cultural factors has not yet been well-addressed. This ethnography explores the cultural dimensions of transformation at Outward Bound, using a constructivist, narrative-based approach, as well as employing theoretical notions such as: rites of passage, communitas, experiential education, generative education, and 'border intellectual' in the interpretation of the narratives. Selfnarratives were co-constructed with twenty Outward Bound students at three points: before, at the end of, and three months after their courses. The research confirms that transformational learning was accomplished by 18/20 participants, in at least one of eight general areas that emerged from their narratives. A further eight cultural factors were identified which contributed to students' willingness and ability to undertake personal transformation in that environment: a culture of support for success and failure, intrinsic adventure, acceptance of diversity, open communication with others, improved communication with self, a culture of possibility, simplicity, and patience. Alternatives to the rites of passage model for post-industrial society are discussed. The overall learning is that it is possible to improve the likelihood of generating transformational learning, through managing the cultural factors indicated, in the learning environment.

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