Table Of Content

Response to Back to Basics Response to Back to Basics by Doug Jacques My initial response to Andrew McMartin’s and a Native Rediscovery perspective. article (see page 7 of this issue) was Although being passionate and walking the recollecting a period in my life more than 30 walk inspires involvement, it is also critical years ago when I ventured into the woods thinking skills, reflection, and involvement in with little to survive. During one venture by the design and leadership of the experiences myself, I had a short period of time where I that ensure participants develop their own felt perfectly at home in the wilderness. connections, relationships and learnings. Although years of immersion and wise Quality experiences well taught should reflect leadership at a summer camp led up this the complexity and diversity of the human moment, it was the time to just be in nature experience. that evoked the connection. As I was well nourished by a life working outdoors, this In expressing the thought that few people can sense of place is permanent. During the past say that they have experienced a day where 17 years of teaching an integrated course (The they did more good for the Earth than bad, Bronte Creek Project), it has also been my McMartin highlights what has become the experience that such a relationship with primary focus of environmental and outdoor wilderness can be facilitated. McMartin makes education. From my perspective of an important point in suggesting spending encouraging students to develop a relationship quality time doing a few things, and thus with themselves, other people and the planet, knowing them well. doing more good for the Earth is a way of deepening those relationships. Developing a Taking the time to encourage being childlike is personal environmental ethic is perhaps the one of the benefits of slowing down that modern day basic for all outdoor educators. resonated with me. Emmerson (1954) pointed out that “the lover of nature is he whose As a practioner I found McMartin’s article on inward and outward senses are still truly quality vs. quantity in outdoor education both adjusted to each other, who has retained the reaffirming and thought provoking. Although spirit of infancy even into the era of manhood” at first the complexity of what we might, can (p. 4). Although some might not find the and should do as outdoor educators can be topics connected, I found myself wanting to daunting, my experience and intuition is that add perspectives of self growth and belonging it is not. If we can encourage happy and to a community as integral components of unexpected discovery (i.e., serendipity) by discovering one’s place in the natural world. being prepared, knowledgeable, and applying Long captivated by Jean-Jacques Rousseau’s our best judgement and wisdom, students will exploration of humans as noble in their continue their learning on their own. natural state, it seems that in a vastly complex society removed almost entirely from nature, References education in the outdoors offers an opportunity for participants to be Emmerson, R. W. (1954). Five essays on man and introspective and rediscover what is noble and nature. New York, NY: Appleton Century S Y inspiring about themselves. Crofts. A W H In considering quality vs. quantity in outdoor T A education it is still important from my Doug Jacques is currently teaching in his 17th year P perspective to be conscious of one’s viewpoint. at The Bronte Creek Project, an Integrated I have taught and run trips from a survival Environmental Leadership Program just outside of 13 perspective, an Earth Education Perspective, Oakville, Ontario.