My discoveries - Weekend in the Blue Mountains
For the third time in Sydney, I went up to the Blue Mountains. It was my birthday, and I am pretty sure it was the best one. Indeed, I did not expect such an experience, filled with laughter and discoveries. Interestingly enough, we have successfully been able to draw strong conclusions from our individual and group experience. I have talked with several of my cabin mates and discovered that all of them had also a good time. Then, around the fire I realized that most people were having tremendous fun talking and playing with each other, it was so pure and simple (We played cards for hours). While discussing with Jack about what we learned, we were all fascinated by each other’s capacity to stay positive and adapt to the situation in the best way possible, making the most out of it. However, I was under the impression that this phenomenon was just an example of a bigger concept I learned during this trip. It took me several days to finally put this concept into words, as I needed to realize that “staying positive” and “sharing everything” were only examples and not the whole picture. For example, I saw Evan happily eating on the floor with a very small plate and his bag (Picture 1). I assumed everyone would try to fight for the chairs and couches, but he just did not care. Eventually, I understood that people were surprising and unpredictable. In other words, it was unwise to expect certain behaviors from others. Therefore, if I knew that everyone would behave the way I did not expect them to behave, I would not have made assumptions on any situations, or on anyone. As a result, it would have also influenced my own behavior.
Actually, it was interesting to reflect on my own thoughts and acts throughout this trip. I discovered that I was more tempted to think negatively first. It was my instinct to get frustrated and annoyed. Then, as I am surrounded by happiness and joy I have the ability to suppress my negative feelings and adapt to the general mood. Although, I was not able to figure out the extent to which my mood is dependent on the group’s overall mindset. The bottom line was that I could shift and adapt my mindset to reinforce the group’s general feelings. Jack’s picture (Photo 2) is a great embodiment of the contrast that could be observed between me and my group at some points: I would be walking quietly while others were talking for example. Surely, this picture was a stolen instant, I was still joyful and smiling during the whole trip! Again, my positivity was the result of a more general positive group vibe, and I thanked everyone for it!
Finally, looking at my nature shots I realized that ecosystems were extremely complex: all beings are stepping on each other, fighting and taking as much space as possible, to be eventually part of a bigger entity. I stumbled across a benign picture of stairs I took while getting back on the top of the cliff (Photo 3). This photograph made me realize how each entity in our world is highly linked to one another. During this trip, we were part of this bigger collaborative system. Walking down a narrow path, or going up metallic stairs, we were directly embedded in our environment and participating in its existence. Even if we are altering and modifying this ecosystem with new paths, we are still participating in the constant evolution of this environment. For instance, the carved stairs were here depicted as completely immersed in their surroundings. We - Humans - worked to survive in this environment, taking as much space as possible, and still modifying the bigger picture the same way those plants, trees, animals, were changing their ecosystem.
As a conclusion, it became clear to me that my Outdoor Education Class had a big impact on my academic and future personal development. However, it saddened me to see that this subject was not taught in my countries. I understood that people remained skeptical because few empirical studies proved OE’s utility: it was mostly based on psychological theories and experiences (Gray, T., & Martin, P., 2012). Nonetheless, based on my experience I was certain that I discovered the complexity of my bond with Nature while exploring the definition of my own self and others. Unsurprisingly, reawakening our affinity with Nature is one of the goals of Outdoor Education, but our link to Nature is also based on our understanding of Nature itself and our well-being (Orr, 1993). Therefore, it is clear that providing such a class allowed students to deepen their bond and understanding of the complex system Humans originated from. I clearly felt great and confident going back home.
Moreover, playing with Nature is a good mean to discover one’s self and stay healthy in the long-term (Gray, T., & Martin, P., 2012). I completely agree with that statement, as I was able to reflect and modify my own behavior towards something sane and stable. I was also glad to discover that a strong bond with Nature mainly resulted in the development of adult behaviors (Chawla, L, 2007). I could not agree more: being part of this trip allowed me to mature as I reflect on my stance in this world, towards others and my environment. I deeply wished I was taught this class sooner, and I will make sure my children get to understand the importance of our bond with Nature.
Actually, it was interesting to reflect on my own thoughts and acts throughout this trip. I discovered that I was more tempted to think negatively first. It was my instinct to get frustrated and annoyed. Then, as I am surrounded by happiness and joy I have the ability to suppress my negative feelings and adapt to the general mood. Although, I was not able to figure out the extent to which my mood is dependent on the group’s overall mindset. The bottom line was that I could shift and adapt my mindset to reinforce the group’s general feelings. Jack’s picture (Photo 2) is a great embodiment of the contrast that could be observed between me and my group at some points: I would be walking quietly while others were talking for example. Surely, this picture was a stolen instant, I was still joyful and smiling during the whole trip! Again, my positivity was the result of a more general positive group vibe, and I thanked everyone for it!
Finally, looking at my nature shots I realized that ecosystems were extremely complex: all beings are stepping on each other, fighting and taking as much space as possible, to be eventually part of a bigger entity. I stumbled across a benign picture of stairs I took while getting back on the top of the cliff (Photo 3). This photograph made me realize how each entity in our world is highly linked to one another. During this trip, we were part of this bigger collaborative system. Walking down a narrow path, or going up metallic stairs, we were directly embedded in our environment and participating in its existence. Even if we are altering and modifying this ecosystem with new paths, we are still participating in the constant evolution of this environment. For instance, the carved stairs were here depicted as completely immersed in their surroundings. We - Humans - worked to survive in this environment, taking as much space as possible, and still modifying the bigger picture the same way those plants, trees, animals, were changing their ecosystem.
As a conclusion, it became clear to me that my Outdoor Education Class had a big impact on my academic and future personal development. However, it saddened me to see that this subject was not taught in my countries. I understood that people remained skeptical because few empirical studies proved OE’s utility: it was mostly based on psychological theories and experiences (Gray, T., & Martin, P., 2012). Nonetheless, based on my experience I was certain that I discovered the complexity of my bond with Nature while exploring the definition of my own self and others. Unsurprisingly, reawakening our affinity with Nature is one of the goals of Outdoor Education, but our link to Nature is also based on our understanding of Nature itself and our well-being (Orr, 1993). Therefore, it is clear that providing such a class allowed students to deepen their bond and understanding of the complex system Humans originated from. I clearly felt great and confident going back home.
Moreover, playing with Nature is a good mean to discover one’s self and stay healthy in the long-term (Gray, T., & Martin, P., 2012). I completely agree with that statement, as I was able to reflect and modify my own behavior towards something sane and stable. I was also glad to discover that a strong bond with Nature mainly resulted in the development of adult behaviors (Chawla, L, 2007). I could not agree more: being part of this trip allowed me to mature as I reflect on my stance in this world, towards others and my environment. I deeply wished I was taught this class sooner, and I will make sure my children get to understand the importance of our bond with Nature.
Picture 1: Evan eating on the floor
Picture 2: My group
Picture 3: Stairs in Nature
EDIT (12:02): The full blog entry was uploaded at 11:58 on Friday.
Unfortunately, I forgot to upload the video. I am trying to explain my discovery about others
and how to apply it:
References
- Gray, T., & Martin, P. (2012). The role and place of outdoor education in the Australian National Curriculum. Australian Journal of Outdoor Education, 16(1), 39-50
- Orr, D. W. (1993). Love it or Lose It: The coming biophilia revolution. In S R. Kellert, & E.O. Wilson(Eds.), The biophilia hypothesis (pp. 425-440). Washington, D.C: Shearwater Books/ Island Press
- Chawla, L. (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children, Youth and Environments. 17 (4): 144-170. Retrieved fromhp://www.colorado.edu/journals/cye
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