Outdoor Adventure Education in East Asia: Interpreting Data From
Outward Bound Hong Kong

Research conducted by Jim Sibthorp, Aaron Funnell, Mike Riley, Bacon Chan, and Lisa Meerts-Brandsma (2018)

Summary

The article "Outdoor Adventure Education in East Asia: Interpreting Data From Outward Bound Hong Kong" explores how outdoor adventure education (OAE) functions in East Asia, focusing on data from Outward Bound Hong Kong (OBHK). OAE is typically associated with Western values, but it has been implemented in non-Western cultures like East Asia. The study aims to determine if OAE can be beneficial in Eastern contexts.

The authors acknowledge that cultural differences exist but argue that there is no strong evidence suggesting that OAE cannot provide benefits in East Asia. The data from OBHK support the idea that OAE can be a valuable tool for developing social and intrapersonal skills, and it can complement traditional schooling in the region. The study suggests aligning OAE programs with schools and teachers, understanding the importance of relationships formed through OAE, and critically examining traditional OAE practices when applied to different cultures.

The article discusses the history and philosophy of OAE, highlighting its Western origins and the potential challenges of applying it to other cultures. Outward Bound, a prominent OAE organization, arrived in Hong Kong in 1970, and despite its Western roots, it is believed to be applicable in various cultures. However, there is limited research on cultural integration and fit.

The authors review previous studies on OAE in Asia, which indicate positive outcomes and long-term benefits for participants. In Hong Kong specifically, OAE participation has been associated with increased self-efficacy, improved psychological well-being, and better understanding of service learning.

The article also explores the educational values in East Asia, particularly the influence of Confucianism. While the education system in Hong Kong emphasizes academic achievement, there is also a focus on developing character and intrapersonal skills. The authors question whether the formal schooling environment is the most suitable place for students to learn and practice these skills.

In summary, the article suggests that OAE can be a valuable educational approach in East Asia, despite its Western origins. The data from OBHK support the notion that OAE can foster social and intrapersonal development. The authors emphasize the need to align OAE with local educational systems, recognize the importance of relationships, and critically evaluate the applicability of traditional OAE practices in different cultural contexts.

Abstract

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been

implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in Eastern contexts. The data in our example support the premise that OAE can be a viable and valuable medium for the development of social and intrapersonal skills and may serve as a complementary approach to traditional schooling in East Asia. Implications from this paper include better aligning OAE with schools and teachers, understanding the merits of relationships developed through OAE, and appreciating that some traditional OAE practices should be questioned when exported to different cultures.

Sibthorp, J. et al. (2018) ‘Outdoor Adventure Education in East Asia: Interpreting Data From Outward Bound Hong Kong’, Journal of outdoor recreation, education, and leadership, 10(1), pp. 67–78.

Full paper can be found here