Experiential Education and Adolescents’ Personal and Spiritual Development: A Mixed-Method Study in the Secondary School Context of Hong Kong

204 Pages·2013·50.02 MB·English

by  Chung Kwan Ackie Cheung (auth.)

Experiential Education
and Adolescents’ Personal
and Spiritual Development
Chung Kwan Ackie Cheung
Experiential Education
and Adolescents’
Personal and Spiritual
Development
A Mixed-Method Study
in the Secondary School Context
of Hong Kong
Foreword by Prof. Dr. Alan Ewert
and Prof. Dr. Annette Scheunpflug
RESEARCH
Chung Kwan Ackie Cheung
Hong Kong
Dissertation Universität Erlangen-Nürnberg, 2011
ISBN 978-3-531-18575-0 ISBN 978-3-531-19120-1 (eBook)
DOI 10.1007/978-3-531-19120-1
The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie;
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To Hon Fai Solomon
Table of contents
Foreword by Prof. Dr. Alan Ewert ..................................................................... II
by Prof. Dr. Annette Scheunpflug ..................................................... 13
Preface ................................................................................................................ 15
List of tables and figures .................................................................................... 17
List of abbreviations .......................................................................................... 18
I Introduction .................................................................................................... 19
1.1 hnport of experiential education ............................................................ 20
1.1.1 Experiential education in Hong Kong ........................................... 20
1.1.2 Promotion of1he use ofe xperiential educabonIadventure-based prnctice .. 21
1.2 Personal development as human function of coping and living ............. 23
1.3 Experiential education and personal development ............................... 26
1.4 Purpose and design of the study ............................................................. 29
1.4.1 Key concerns of investigation: Self-concept, self-efficacy,
learning climate and spiritual dimension. ...................................... 29
1.4.2 Research question and purpose of the study. ................................. 30
1.4.3 Design of the study ........................................................................ 31
Summary .............................................................................................................3 4
2 Literature review and clarification of research question ................................ 35
2.1 Experiential education: Explication of the concept ................................ 35
2.2 Experientia1 edllCaticm and adventure-based practice: Conceptua1 framewrnk .... 39
2.2.1 Leamer-centered orientation. ........................................................ .40
2.2.2 Construction ofiearning environmenticondition. ......................... .41
2.3 Review on the effects of adventure-based practice ................................ 54
2.3.1 Benefits of adventure-based practice ............................................. 54
2.3.2 Empirical results from related literatures ...................................... 54
2.3.3 Research focus of adventure-based programs in this study. .......... 56
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2.4 Clarification of research question ........................................................... 57
2.4.1 Peripheral layer .............................................................................. 58
2.4.2 Central layer .................................................................................. 59
2.4.3 Contextuallayer. ............................................................................ 67
2.4.4 Restating the purpose of this study in brief... ................................ 68
Summary ............................................................................................................. 69
3 Methodology and methods of data collection ................................................ 70
3.1 Case study design ................................................................................... 70
3.1.1 Methodological decision ............................................................... 71
3.1.2 Limitation of using case study. ...................................................... 72
3.1.3 Researcher's role .......................................................................... 73
3.2 Data collection methods ......................................................................... 74
3.2.1 Internet website analysis ................................................................ 75
3.2.2 Institute profile ............................................................................... 76
3.2.3 Interview to teachers and practitioners .......................................... 77
3.2.4 Episodic interview tu adolescent participants ............................... 80
3.2.5 Observation. ................................................................................... 81
3.2.6 Quantitative survey ........................................................................ 82
Summary ............................................................................................................. 90
4 Findings: Case record in layers ...................................................................... 91
4.1 l'erijn:ral \ayIr. CiIrums1antia1 infunnalion of1be advezJture.base progmms ...... 91
4.1.1 Expectation of adventure-based programs .................................... 91
4.2 Cenlrallayer: Learning process aod product ofa dventure-based programs. ..... 93
4.2.1 Learning product in questionnaire ................................................. 94
4.2.2 Learning process in episodic interview ....................................... 112
4.2.3 Learning process in observation .................................................. 119
4.3 Contextual layer: Hong Kong school context ...................................... 121
4.3.1 The historical development ofe xperiential education in Hong Kong .... 121
4.3.2 understanding of1he tenns "experieIltial education" aod "spirituality" ... 126
4.3.3 The reception of experiential/adventure-based elements in
Hong Kong secondary schools .................................................... 129
Summary ........................................................................................................... 132
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5 Discussion and conclusion ........................................................................... 133
5.1 hlttiptdalimm firKIing; of= tra1 \ay<r. Learning ina<Mntum-based progra!ll'!• •• 133
5.1.1 Perceived self-concept and perceived self-efficacy ..................... 135
5.1.2 Participants' perceived learning climate ...................................... 140
5.1.3 Participants' perceived spiritual dimension ................................. 143
5.1.4 (In)Complete adven1lJre.based program learning process as a whole ... 146
5.2 Interpretation on findings of contextual layer: Adventure-based
practice in the secondary school context of Hong Kong ...................... 147
5.2.1 ~pracliceas~ 00"",';00 in Hong Kong am1i:xt. .. 147
5.2.2 Popularized adventure-based practice from elite/middle-class
students to stodents of the general public .................................... 149
5.2.3 Adventure-based practice in adapted program format with
differentiated goals in school context of Hong Kong .................. 151
5.3 Intrapersonal and interpersonal development against a global
context as functions of adventure-based practice/programs ................. 154
5.3.1 Adventure-based practice as enhancement of personal
development: Spiritual being, individual being and
holistic being ............................................................................... 159
5.3.2 Prescriptive use ofe xperieolial education embedded in school context .... 175
5.4 Conclusion ............................................................................................ 176
5.4.1 The study in summary ................................................................. 176
5.4.2 Limitations of the current study .................................................. 177
5.4.3 Conclusion in brief ...................................................................... 178
5.5 hnplication ............................................................................................ 178
5.5.1 Recommendation for adventure-based/school practice .............. 178
5.5.2 Recommendation for theory reflection ........................................ 183
5.5.3 Recommendation for further research ......................................... 186
Closing words ................................................................................................... 189
References ......................................................................................................... 190
Appendices ........................................................................................................ 205
Appendix A: Website, institute profile, expert interview,
semi-structured interview, episodic interview
and observation guiding questions .......................................... 205
Appendix B: Table of construct information of quantitative survey ............ 206
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Foreword by Prof. Dr. Alan Ewert
"/ regard it as the foremost task of education to insure the survival of these
qualities: an enterprising curiosity; an undefeatable spirit; tenacity in pursuit;
readiness for sensible self-denial; and above all, compassion." Kurt Hahn
WhenKurtHahn made this statement in the early 1900's, he was not just suggesting
this for students in the United Kingdom or Westem Europe, but, by implication,
all students, everywhere. For, is it possible, that any society across the globe, will
long flourish without the above qualities being instilled in its young people? And
hence a fundamental question emerges for school systems and individual teachers
alike, how can meaningful learning experiences be created for students that
address all the pedagogical domains of the physical, emotional, intellectual, and
psychological? Moreover, how can school systems move from an overemphasis
on producing students who are only really successful at passing tests and instead
contribute to the development of well-rounded citizens willing to show leadership
and the qualities articulated by Kurt Hahn?
Like everywhere, secondary schools in Hong Kong are also faced with these
very issues, namely, how to develop an educational system that teaches to the
''whole student" rather than simply focusing on the recital of facts and figores,
numbers and data, all of which are important but often seem strangely divorced
from the rest of their life. In a sense, passing tests and getting good grades often
fall into the "necessary but insufficient" conundrum. Fink (2003) makes two
points that have a connection to the issue of effective learning. First, he suggests
that high quality learning is absolutely essential to high quality living, and in this
case, the learning comes first, rather than the other way around. Second, effective
educational programs are becoming more important in various societies because
the issues that student face are necessitating new perspectives, knowledge, and
skills.
And this is where the concept of "experiential education" comes into play. In her
study, Dr. Cheung describes the spread of experiential education as a complement
to the more traditioual curriculum structure within the Hong Kong secondary
school system. In addition, she provides a more specific context of experiential
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education, namely, that of adventure-based programs, by postulating that these
types of activities and experiences can add a much needed dimension to the school
curriculum. The hope and, indeed, expectation, of incorporating experiential and
adventure-based programs into educational learning environments lies in their
ability to positively influence both the spiritual and personal development of
the adolescent population. Dr. Cheung has attempted to discover if this is being
accomplished in the secondary school systeru of Hong Kong and if it is even
possible to integrate individual characteristics such as self-concept and spiritual
growth while nested in a highly collective culture and society.
Using a case study design, Dr. Cheung uses six data collection methods to
triangulate on the question of how effective experiential education is in the Hong
Kong school systeru. In addition, using different contextual and conceptual layers
of data provided an insightful aspect of the data analysis. Findings from this
study suggest that the use of experiential and adventure-based learning activities
presented a positive and beneficial enhancement to the school curriculum. Thus,
whether in theory or in praxis, the use of experiential education can and does
make a difference in the personal growth and development of the individual-a
necessary ingredient ifs ocieties are to achieve the full potential oft heir population.
Perhaps Kurt Hahn captured the essence of the porpose of Dr. Cheung's study, in
his stateruent, "We are all better than we know; if only we can be brought to
realize this, we may never be prepared to settle for anything less."
Fink, L. D. (2003). Creating Significant learning experiences: An integrated approach to designing
college courses. San Francisco: Jossey-Bass.
Prof. Dr. Alan Ewert
Professor and Patricia and Joel Meier Endowed Chair in Outdoor Leadership
Indiana University, the U.S.
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