Xle

?

L_.

7! ?

J

) ?

I

?

Li ?

L ?

J

.MpN FRASER UNIVER

L

ITY. BUFNAY, B C., CANA.J

?

VA ..

• ?

OEPAPTMENT OF BIOLOGICAL SCIENCES: 21-4475

Milton McClaren.

?

March 4, 1976.

Dear Fellow Team Members,

I am attaching a copy of a "Working Paper" on the Summer Institute

in Environmental Education. This document has been written in the

hopes that it will generate fuel for a fundamental re-thinking of many

aspects of the summer institute. I think that the time is past due

for that "re-thinking" to occur.

I am distributing this paper initially to those who have been most

involved with the program over the longest spans of

time-_-f

you like, to

the "core" group of people who have conceived and shaped the program.

They include Brian Herrin, Ed Jackson, Ralph Shàw, Harvie Walker, lb Xansen,

Cam Murray, Rickic Flemming, and Al Whitney. !have also given a copy to

Mar y

. Wideen both because of his own interest in Environmental Education,

and because of his position as Director of Undergraduate Programs in the

Faculty of Education.

I would ir.vite you to read it, discuss lt,and by all means to comment

upon it to me. After an interval of about two weeks I will convene those

of us who are in the lower mainland for a meeting to discuss it. I hope

that Brian and I will be able to meet with Cam, Rickie, and Ralph in the

interior in the near future also.

I know that there has been a long delay in presenting this paper.

The delay has been deliberate. I felt strongly that I needed to reflect

upon the last five years of the course, and also that I needed to read

widely in the literature related to Environmental Education. I have done

that, and I am still doino it. I also felt that we all needed a "break"...

a cooling period to allow the experiences of the summer to settle in our

minds, and perhaps to bre,ik free from our assumptions about the way we

do things.

We have a fine group of studedts applying for the program for this

summer. We will certainly have less funding than in any year since the

start. We will have no "Continuing Program", and we will have a smaller

teaching team. But, I am confident that given the committment and

energy available in our group that we can produce the finest possible

program, and perhaps a far finer program than any which we have yet produced.

N

Yours

ilt

ery

mce

t rul

---

F_

THE SUMMER1 INSTITUTE IN ENVIRONEEiTAL EDUCATION:

A WORKING PAPER.

In the summer of 1971 a unique program was Initiated by Simon Fraser

University, in conjunction with the Board of School Trustees of School

District 24, Kamloops. This program came to be known as the Summer

Institute in Environmental Education. Appropriately enough, the program

was the response of the university's Division of Continuing Education, and

its Faculty of Education, to a request from the teachers of Kamloops for

a teacher in-service education program in Environmental Education. The

request was in part a result of the aquisition by Kamloops of the McQueen

Lake Environmental Study Center, and of the consequent demand for training

in the use of this excellent natural site.

Several things made the Summer Institute unique. First, while its

development was stimulated by the aquisition of a natural site, a site

ideal for all forms of "Outdoor Education", the institute was dedicated

from the outset, not merely to outdoor education, but to the larger concerns

of Environmental Education. This dedication was evidenced from the outset

in the structure of the course, with its balance (or attempted balance)

betteen the natural environment, and the man-made or "urban environment".

The

•

structure of the teaching team also gave evidence to this total or

broad spectrum committment: the team was interdisciplinary, being composed

of biologists, geographers,architects, outdoorspersons, and outdoor recreation-

-ists. As time progressed, this conmittment to an interdisciplinary, broad-

-spectrum approach was ?

strengthened

Success in Educational endeavours is not easily measured or described.

In spite of this caveat, I feel that it is fair to say that the Summer

Institute has been a success. Starting with 26 students in one location

in the summer of 1971, the institute grew to more than 140 students in two

locations by the summer of 1975, with growth in numbers being limited not

y student demand, but by available sites and staff. Many of the "graduates"

of the Institute have initiated programs in entire schools or districts.

Some have become very influential in the development of environmental education

in the province. Many others have operated programs based in their own

classrooms, from their own schools, often without fanfare or publicity of

any type. Many students have undertaken further education in other forms

of environmental education: Strathcona, Outward Bound, and so on, while others

have returned to the Summer Institutes for further course work. Some have left

university or teaching careers entirely, to take up new endeavours. And of course,

in some cases, students have done little or nothing with what they learned

(or did not learn) at the Summer Institute . However, I think it can be shown

that the Summer Institute has had

an

effect in the

I l

ives of

many persons associated

with it---staff and students alike. In most cases

I.

think that effect has been

positive.

In the summer of 1976 ?

will face,.in common with the educational apparatus

of British Columbia, a periØ of considerable finanial constraint. Our fuds

will clearly be limited and as a result of these financial constraints we will

have to restrict the quantity of our efforts. While in some ways these

constraints are unfortunate, they provide a needed lincentive to the general

reexamination of the philosophy, conceptualization,and mode

of operation of the

program. It Is

my

opinion

that this reexamination

1s

needed.

p

---

- ?

- ....,.2 ?

.

?

.

It may be said with some justification that success is one of the greatest

dangers faced by novel educational programs. Success carries its own imperatives.

It generates an almost ritual reliance upon formulae,' techniques, or methods,

which are made all the more hallowed by the very fat of their "success".

Students come to expect the various "scenes", just as those who go to a terrifying

movie go with a friendly anticipation toward the fright scene at the end.

The generation of "novelty" for its own sake is equally dangerous, but truly

in educational programming, "the unexamined life is not worth living."

I feel strongly that it is time that we examined the summer institute

with a view to dissecting from it those concepts, events, methods, and

experiences which have nade It strong, while discarding the others which have

distracted from its strengths. It is also necessary for us to think creatively

(or laterally if you prefer) about things which might well be made elements of

the program and which would contribute to the accomplishment of its objectives.

I think it is time that we re-considered our objectives, and in so-doing that we

also re-examined out objectives, and the objectives of Environmental Education

generally.

This discussion paper isijust that --- a vehicle to promote examination,

questioning, discussion, and affirmation. It is NOT an ex cathedra policy

statement, or even a plan or proposal. It should be a catalyst. It does

represent the direction and valence of my own present thinking about Environmental

Education. It is not the product of a hurried consideration, but rather

represents hours of reflection, consideration, discussion, reading, and general

exploration. But that statement alone need not give the ideas contained in it

any necessary currency--- bad:ldeas, or ill-conceived, oan equally well be the

product of reflection as inspiration.

I would invite your

cons*deration

of it. After an appropriate period I

will convene us to discuss itp Feel free to comment to me in the interim.

ENVIRONMENTAL EDUCATION IN THE PUBLIC SCHOOLS.

Some years ago now, Harvie Walker and I generated a model of the Human

Environment for the purposes of thinking about the design of programs of

Environmental Education. I suspect that most of you are thoroughly familiar

With that model so I shall not rehearse it here.

?

Itseemed to Harvie and I

that if we were interested ingenerating programs of Environmental Education,'

I

that is programs designed to awaken awareness of the environment, to provide

knowledge of it, and to develop skills for its exploration, then it was first

necessary to have some model of the nature of man's environment. At the

time that Harvie and I generated that model it included environmental elements

ie. the "Personal, Interpersonal, and Chronological Environmenta," which were

lacking from many of the then-available Environmental Education programs.

In fact, this problem of the definition of the human environment is one

which occuppies considerable space in the literature of environmental psychology.

As humanity is complex, so is the human environment. Each discipline has its

own particular perspective on E

the term, "environment", and yet there is really

no unifying field theory or conceptualization.

I have said that the Sumer Institute program was unique because from he

outset it conceptualized Environmental Education as aiigeneric term, including

Outdoor Education, Urban

Studtes,

Outdoor Recreation, and so on. A glance at

normal university syllabus reeals that

In most unive'sity faculties

of education

---

S

there is no course or program in "Environmental Education" and that where they

10 exist, thy are often revealed by their course outlines to be programs in

Outdoor Education. Environmental Education is a term with no widely accepted

meaning, and for this reason operational confusion often results.

In spite of this confusion, however, major policy groups do recognize the

need for an eclectic and interdisciplinary approach to Environmental Education.

The Man and Resources program in Canada clearly recognized the scope of the task

of Environmental Education, while the recent declaration of the UNESCO Environmental

Education Workshop at Belgrad reads like the course description for the first

year of the Summer Institute. In short, I think that we were on the right

track in terms of our wide-ranging description of the nature of man's environment

and in terms of our subsequent description of the content fields to be dealt

with in Bnvironmental Education programs.

The wide-speead attention paid by the media to Environmental Problems In

the mid- to late sixties has subsided. The "Environment" no longer really

sells newspapers, although certainly public consciousness has been raised

about Environmental mattera. TIME has a regular "Environment" section (as it

also has a regular WOMEN'S" section. The present hot issues are in the area

of economics, and specifically the economy of the Western World. But no real

connections are made between the issues of the management of the global

environment, raised in the 60's and the soaring inflation of the '70's. If

these connections are not made by the general public,or by the majority

of the mass media, they afe certainly not made by the majority of teachers.

I think it is safe to say that for the vast majority of teachers in B.C.

(and elsewhere), Environmental Education means Outdoor Education, Field Trips,

or Outdoor Recreation. In this sense, our program has failed.

The latter statement entails several further statements. First, what is

Environmental Education anyway, and second, if Environmental Education in fact

is treated as I have just described it, then why is this so.

Environmental Education is that process of developing wwareness of the TOTAL

ENVIRONMENT. This definition entails a definition of the total environment, and

for the purposes of this discussion paper I will stay with the description

developed by Harvie and I. In a better sense it means the process of making

man aware of his own human-ness, but this is tougher to describe. The problem

with this defibition is perhaps in its very global or eclectic nature. It is

a difficult definition to translate into operational programs. Environmental

Education is really concerned with an examination of the relationship between

man and nature, including human nature.

Given this eclectic definition for Environmental Education, why is

Environmental Education in fact treated as if it was Outdoor Education or

Outdoo, Recreation in a great many cases. In part, I think this is caused by

the fact that these two elements of Environmental Education are seen as being

easier 'to think about and to operate In than are many of the other elements.

In B.C. "Outdoor Education" really still means one week at an outdoor school

for a grade six or seven child.. As such it is quite

clearly

defined as an

experience. Outdoor Recreation can also be given a clearer identity in terms

of experiences or programs: CR-12 classes, B.C. Quest, Outward Bound, Wilderness

Challenge, and so on. This identity is strengthened by the fact that many of

these programs are big winners, and they are

gl

Pnorous to say nothing of

---

'.4 ?

..

photogenic. They excite the attention of the media and of School District

Public Relations people. We all have, and have seen, photos of kids against

breath-taking mountain scenary. It is all very

"

clean

" and "active" and

"healthy". Contrasted to the Minimata victim stumbling down the village

street dribbling they have clear appeal to the average man (or parent).

It is hardly suprising, therefore, that we have tended to concentrate on

our "easy winners".

There is, however, another reason for our specific attention to the

Outdoor portions of the Environmental Education spectrum. This is that

some of the other areas Qf environmental education are controversial, or

at least, not ni'e or proper for the consideration of school students.

Many parents would far rather see their sons or daughters dangling from a

Cliff )

than interviewing welfare recipients in an urban slum project.

Uneasy fathers don't want their sons and daughters probing the airpollution

produced by the local mill ("they aren't old enough to understand") let alone

would they be delighted if the kids were to initiate a class action civic

damage suit. And yet these are probably the real priority areas of Environmental

Education.

But if these facts are true for the emses of Public School programs

they are equaLLy true for ourown program. We too have emphasized the "easy"

and attractive components of environmental education, perhaps not to the

exclusion of controversy and issues, but certainly to the point where these

elements have become increasingly dominant. Let's face It, we too are human.

I like being in the alpine, and being out among the birds, flowers, and forests

and lakes of McQueen Lake. I.can appreciate Kamloops as a city at one level,

but I'm really avoiding many 6ther aspects of the total nature of the relationship

between man and his environment.

It is time that we re-affirmed our committnient to a more global view

of Environmental Education and that we set out to emulate that comitt.ment in

our program's design and operation.

WHAT ARE THE TASKS OF A TEACHER EDUCATION PROGRAM IN ENVIRONMENTAL EDUCATION?

T

his is the key question which we must consider if we are to avoid trying

to be "all things to all men" in our program. I shall discuss this question

within the context of Environmental Education as I have defined it and from

the perspective of the issues which I have already raised.

(1)

A Teacher Education program in Environmental Education must give teachers a

clear concept of the scope of Environmental Problems,-of the present status of

those problems in the world, and of the implications of those problems to the

design and operation of public education programs.

(2)

A Teacher-Oriented Environmental Education program should assist its students

to develop their own personal retionalization for environmental education in the

public schools, and should give them skill in defending and developing that

'ationAl ization.

(3) An Environmental Educatior t

program for teachers should emphasize creative

program design, that

is It

should assist students to develop the skills and

---

attitudes necessary to create educational experiences which are designed to

promote the general objectives of Environmental Education.

(4)

A Teacher-Oriented Environmental Education program must give its students

a "developmental perspective" in terms of Environmental Education. That is,

the program must consider environmental education against the larger agenda

of human development. It must address the question of which kinds of

experiences should occur when.

(5)

An Environmental Education program for teachers must not only make teachers

aware of the inter-disciplinary nature of Environmental Education, but must

also help them to develop strategies for integrating an Environmental perspective

into the entire school curriculum. Only in this way can Environmental Education

become a "strand" woven through the curriculum.

(6)

Any Environmental Education program must assist its students to examine

and to clarify their own environmental values, attitudes, and behaviours.

(7)

The program should help the teacher to see himself as a lifelong learnbr,

and should enable him to take an inventory of his own- skills, knowledge,

and techniques.

(2) A Teacher-oriented environmental education program should help teachers

to understand the relative position and power of formal education in the total

spectrum of learning-teaching forces which act upon human beings in contemporary

society: the media, mass advertising, government action

%

etc.

n

(9)

Environmental Education pro

gr a ms

for teachers shquld help teachers to develop

and to affirm their personal çommittment to environmental action.

(10)

Environmental Education programs for teachers should give students a

lexicon of saleable, success-proven teaching strategies and program designs

in Environmental Education ata variety of age/grade levels.

(11)

Environmental EducatiOn programs should be powerfful personal experiences

for the learners involved, staff and students, and they should embody in their

design the foregoing principles.

These eleven points represeet the most concise statement of objectives

for environmental education programs for teachers which I could develop. They

are not in any particular order of importance --- number eleven is perhaps an

over-riding consideration or is a design criterion more than an objective.

Another underlying state nent which should be made at this point is this:

The Environmental problems facing the world are serious. Time is short.

If we are to reach some sort of human solution to these problems, rather than

one brought about by eco-catastrophe, then we have

td

treat these problems

as though they were in fact seriope. -I think that all of us share some ambivalence

about public schools in terms of their effectiveness,and in terms of what

they do to kids and to teachers. I think that we communicate that ambivalenCe

to our students and they in turn extend this into their own style of operatibn.

I doubt the effectiveness of schools in their present form in dealing with

any social issue --- but I am committed to the idea that too much human energy

and resources are tied up intpublic education to scrap that system. We

---

.6 ?

. ?

S

have to examine our own comniittment, as instructors, t that premise.

Revolutionaries, to be successful, must have faith in :the concept

of the revolution per Se. Otherwise we fall into the category of persons

who train people to fight in a cause that they know is lost. I am

'committed to the fight, and I do not think that the cause is lost,

albeit that I do get discouraged.

Let us now consider how these objectives have been, and might be, translated

into elements in the design of an Environmental Education program.

ELEMENTS OF THE SUMMER INSTITUTE PROGRAM: PAST & FUTURE.

Let us first review the elements which have come to compose the 'typical"

summer institute in Environmental Education. Not all of these elements

have occurred in every program, nor have all been experienced by every

student in the programs of any given year. Most of them have been major

components in the experience of most students. For ease of examination

I shall try to sub-divide them by location (geographically), or by

relationship to the McClaren-Walker model of the human' environment.

TABLE I. COMMON ELEMENTS Ol THE SUMMER

INSTITUTE PROGRAM.

Element ?

Operational Consequences.

Personal:

Wilderness Solo.

?

For the past four years all

tiu1 p

ntc

have undertaken a

wilderness solo of some

duration.

Physical Challenge.

?

Has taken a variety of forms:

for some, the wilderness hikes

a'e a new experience, and are

achal1enge. For others, more

Formal challenge experiences

have been organized: rappelling

ard climbing, the marathon run,

canoeing, etc.

Development of New Skills.

Development of Values & Attitudes.

It is safe to say that most students

have developed some new skills.

Sometimes this development is

pianned, sometimes it is coincidental

It is not usually based on a

personal contract, although elements

of the personal contract have been

Used.

Basically we have assumed that the

experiential nature of the course

has been a catalyst to value

Clarification and develoient.

---

S ?

S

7

Element. ?

Consequence.

Personal, (cont'd.)

Expansion of personal horizons,.

?

Basically we have assumed

that the programs experiences

will cause each student to

develop some form of personal

insight.

INTERPERSONAL.

Students are encouraged to work

in teams or groups.

The development of a sense of

community" is encouraged.

C

IMMEDIATE LIFE SPACE.

We encourage students to explore

their immediate life space and to

manipulate it.

We assign students to "family"

groups for living, and we

form them into task groups,

or allow them to selct task

groups. Group problems are

emphasized in the wilderness

and urban aspects of the

program.

We design some experiences

specifically to do this:

ie. the Urban Re-Entry, the

Finale. Others encourage

it spontaneously: community

meals, shared experiences,

recreation, etc.

We have encouraged students

to design environments,,

through the design in

process, and through the

Urban Re-Entry and Finale

experiences, which students

create.

Students arrange their own living spaces.

By and large this has been

unplanned or casual. Sometimes

we have encouraged students to

think about this more formally,

especially in terms of

wilderness shelter.

---

. 8

?

.

?

S

Element ?

Consequence.

INFORMATIONAL! CULTURAL.

Students are given specific

information-seeking tasks usually

in the urban environment.

Information-Tool Skills are

developed.

The "fifty-nifties" and

the small town study all

often require this movement

in the informational matrix.

Sometimes students have

examined community issues

and have attempted to sort

out information from various

sources.

Students are taught some basic

sources of information about

a number of subjects:

Maps, Air photos, Field Guides

and keys to plants and animals,-

etc.

URBAN/MAN-MADE.

Students are encouraged to examine

the urban environment.

Students are encouraged to think

about urban design, planning process,

and alternatives.,

Students are asked to apply their

urban tool skills to the study

of a small community.

WILDERNESS-RURAL-NATURAL..

Students are encouraged to appreciate nature.

I-

The "urban tour" has been the

main tool used here. The fifty-

nifty has been a consciousness-

raiser to some extent. The

aesthetics of the environment

has been stressed, with some

contact with urban issues.

The Draw-In and the Design-In

have been major elements here.

Some introduction of local

resource people has also been

attempted: planners, etc.

Main theme has been in planning-

architecture.

The small town study ha been

a

m4*or

group project.

We have used the Dawn iatch,

---

[i

?

S

.9

ELEMENT ?

CONSEQUENCES.

Acclimatization techniques,

the solo, and sensory awareness

as well as outdoor art as

vehicles for this.

S'tudents are urged to develop a basic

biological "literacy".

Students are introduced to conservation

issues.

Students are encouraged to appreciate

outdoor recreation and tg develop some

basic skills.

We have set up self test

plans I.D. trails, and we've

had both individual and group

biology projects.

The hunting-ethic debates,

the wilderness seminars,

the-camp-and-leave-no-trace

experiences have all attempted

to explore these Issues.

The emphasis has been :on

wilderness hiking and to a

lesser extent on basic

canoe skills. Some map and

compass and orienteering

activities have also been

introduced.

All students have gone on two

wilderness hikes during the

course and have soloed for about

two days.

ENVIRONMENTAL ISSUES.

?

Main vehicle here has been the

evening film series. Some

visitothq resource people have

been invited, wibb mixed success.

Some attempt at modelling a

"recycling" system.

Wilderness ethics have been

emphasized.

Some Individual projects have

explored pollution or other

environmental projbems.

---

.10

Element. ?

Consequences.

TEACHING STRATEGIES.

Students are encouraged to develop

skill in program design.

Students are urged to develop new

skills.

Individual competencies.

This was emphasized more In

years four and five, and was

one of the competency areas

in Kamloops in '75/.

To some extent, a personal

contract format has been

used here, and many students

have devdloped some new

skills, but often these are

coincidental.

Group tasks emphasize the

application of knowledge and

skills to a problem area.

In 1975 we divided these into

two areas: required (basic)

competencies, and optional

(personal) competencies.

In other years we have ranged

from no evaluation, to.

individual projects, to final

group projects.

EVALUATION.

Group Tasks.

Translation to letter grade

remains a problem.

It should be emphasized that while Table I picks out the main elements,

the program is always more than the simple sum of its parts. The fact that the

program is a residential, total immersion program creates a critical "human

mix" factor which is difficult to evaluate, or to predict from year to year.

Sometimes the people get along well and are compatible --- sometimes they aren't

as compatible and friction develops. Some of these interpersonal elements

we could control, some we create, and some we probably miss entirely.

?

c

F!owever, as I examine Table I and then reflect back on the set of

Objectives which I developed previously, I am imptessed by how few of those

objectives we deal with systematically in the design of the program.

I think that our program model needs a basic overhaul. Some elements

should be retained. Some should be discarded.

n

---

.,

?

S

.11

TRANSLATION OF TASKS INTO SERIES OF POSSIBLE PROGRAM ELEMENTS.

Let us now take the "tasks" developed on pp.4-5, and see if they can

be systematically related to a series of possible program elements,

teaching strategies, etc.

TASK I. The Teacher Education program in Environmental Education must give

teachers a clear concept of the scope of environmental problems, of the

present status of those problems in the world, and of the implications Of

those problems to the design and operation of public education programs..

ELEMENTS: (1) Students should be given an adequate set of resource paper's

in ecology

,

, conservation, geography, psychology, etc. to

provide them with a basic set of readings in the area. The

set of papers should be distributed as early as possible

in the summer semester and some of them should be systematically

reviewed in the course in the evening "beer seminar" format.

Not all the papers should be so reviewed, nor should we expect that

students will have read them all,

but

the important thing is

that they have this resource in their tool kits and understand

its potential significance.

(2)

Certain books should be suggested as "Pre-Reading". Included

in this would be: Mankind at the TurRing Point: The 2nd Report

of the Club of Rome", the "Eco-Spasm Report" by Toffler,

or severalother similar books.

(3)

During thecourse we should organize several film forums.

The emphasis at these forums should be on certain themes:

ie. Energyand Natural Resources, Pollution, Man vs Nature.

etc. There should always be a discussion of the films

after the showing and the emphasis should be on what do

these films'mean in terms of teachers in public schools.

(4)

A common

conceptual

theme should be developed in all of the

above: Man is out of harmony with nature and a re-adjustment

of the earth ecosystem is inevitable, whether gradual or

catastrophic. Alternatives to ourpresent global life-style

DO exist. Human values and attitudes must be chagged if

these alternatives are to be attained. Time is critical.

A decision to do nothing IS a decision.

(5)

Group leaders should use spontaneous opportunities to stress

these themes wi 1

thin their groups as they are presented. For

example, during wilderness trips the theme of man and natt4re,

and conservation should be systematically developed by each

group leader.

TASK II: A Teacher-Oriented environmental Educaton program should assist

its students todevelop their own personal rationalization for

II ??

I.

h

---

.12 ?

.

Environmental Education in the public schools and should give them skill

in defending and developing that rationalization.

ELEMENTS: (1) This task is probably one of the unifying themes of the

course and its attainment should probably be woven into

virtually every activity. It is quite possible that this

is one of the required competencies which should be asked

of all students.

(2)

Each group leader should continually move his/her group

back to the consideration of this particular task. All course

activities should be de-briefed in the context of the question,

"What does this have to do with Environmental Education" and

"What implications does this have to my activities as a teacher."

(3)

A debate, a simulation, or a role play might also help this:

le. "Imagine that you are faced with a group of parents who think

that you should be spending more time on the three R's and less

time outdoors in field studies, what will you say to the group."

TASK III. An Environmental Education program for teachers should emphasize

creative program design, that is, it should assist students to develop the

skills and attitudes necessary to create educaticnal experiences which are

designed to promote the general objectives of Environmental Education.

In this area we have made the assumption that, "Students who live in creatively

designed programs will learn to design creatively." I think there is some

merit in this assumption, but that we have not been nearly systematic enough

in giving our students some tools in the design of educational experiences

and in the opportunity toattempt to create programs.

ELEMENTS: (1) During the course we will have a series of task-oriented

sessions which deal with the process of program design, or

curriculum development. For example, we might give each

group a problem:

"You

have been asked to design a five day

program for a group of 50 children, grade 6 level, for

a residential outdoor school in a coastal setting. You

don't have to worry about logistics (yqu can assume that

ppuvision for transportation, rental of the site, etc.

has been made) so you can concentrate on the educational

experiences. Create a design for the one week program."

(2)

While each f these task-sessions

?

uldn't be formally

evaluated, thistype of task, shouldprcbably once again

be considered a one of the basic comptencies which we

ask students to1demonstrate.

(3)

We should emphasize process as muchas outcomes: techniques

such as "brain- ?

storming" should be employed. Devices

to attain input from kids and parents should be used. Formulation

of objectives should also be stressed.

p

---

0 , ?

S.

. . . .

.13

POSSIBILITY: The course might assemble samples of these plans

into a booklet which every student would get, but

which would also be made available province-wide

as a course product, through the Outdoor Educators,

etc. The final version of the book, photocopy

ready, would be

assembled:

before the course end.

(4)

The design of the course itself should be subject to much

more scrutiny during the course. The morning community meetings

should stress feedback with an emphasis on how things might be

done better. It is difficult to change a course of this type

en course, but students should be made more a part of the development

of the course.

TASK IV. A Teacher-Oriented Environmental Education course must give its

students a "developmental perspective" in terms of Environmental Education.

That is, the course mustconsider environmental education against the larger

agenda of human development. It must address the question of which kinds

of experiences should occur when.

ELEMENTS:(1) The de-briefinc, of all activities should stress the

relationship between the activity and the age/grade

level of student which it suits.

(2) Some seminar-discussions should focus on specific age-f

grade rob1ems in environmental education.

(3)

Some activities should be developed especially for th

secondary students who take the program. In the past the

program has been virtually totally focussed on the

elementary school.

TASK V. An Environmental Education program for thachers must not only make

teachers wware of the inter-disciplinary nature of environmental education,

Lut must also help them to develop strategies for integrating an environmental

perspective into the entire school curriculum. Only in this way can

environmental education become a strand woven through the curriculum.

ELEMENTS: (1) The theme of integratiob should be found throughout the

curric:ulum.of the program.

(2) As many curricular vehicles at possible should be used

in the activities of the program: not just science and

social studies as has been the case for most things in

the past. Art, music, and the language arts should

get more attention.

I

?

I

(3)

Sondary students should get special assistance in thinking

about alternatives to the northal "block" structure ofsecondary

educat,;ion/.

---

.14 •

?

.

TASK VI. Any Environmental Education program must help students to

examine and to clarify their own environmental values, attitudes, and

behaviours.

ELEMENTS:(i) Al'l students should be encouraged to take an inventory

of their own values and attitudes early in the course.

A lot of this might occur in the personal journal format.

This inventory might be one of the features of both the

first wilderness experience and of the solo.

(2)

Value clarification will e a feature of all de-briefing.

(3)

Opportunities will be sought to allow students to examine

subtle value messages in media, environments, and language.

(4)

The identification of contemporary environmental values

will be a theme of the course, especially during the

environmental issues seminars, and in some of the course

activities which are designed to examine the relationship

between behaviour change and vale/attitude change.

TASK VII. The program should help the teacher to see himself as a life-

-long learner, and should enable him to take an inventory of his own

skills, knowledge, and techniques.

ELEMENTS:(1)On the basis of student questionnaires the course

should publish and distribute a total inventory

of the human resources at the course, (staff

included). This would be distributed to all

participants on the first day of the course and

would emphasize the experience, background, and

stated skills of the people.

(2)The competency evaluation scheme should be based

in

its optional sections on a personal interview

between each group leader and his group members

performed early in the course. This intervlew!will

help each student to get the most possible from the

course, and will help them to identify their needs.

(3) Students should be encouraged to see themselves

as a learning exchange" and at least one evening/

week should be left as . a learning exchange night

for students and/or staff to offer "pet" seminars,

mini-courses, etc. Thetheme of the learning

community should be constantly reinforced.

TASK VIII: A Teacher-Oriented envlronãtental education program should help

teachers to understand the relative position and power of formal education,

in the total spectrum of learning-teaching forces which at upon human

beings in contemporary society: the media, mass advertising, government

action, etc.

ELEMENTS: (1) The course should include activities which emphasize

---

.14

TASK VI. Any Environmental Education program must help students to

examine and to clarify their own environmental values, attitudes, and

behaviours.

ELEMENTS:(1) All students should be enouraged to take an inventory

of their own values and attitudes early in the course.

Alot of this might occur in the personal journal format.

This inventory might be one of the features of both the

first wilderness experience and of the solo.

(2)

Value clarification will be a feature of all de-briefing.

(3)

Opportunities will be sought to allow students to examine

subtle value messages in media, environments, and language.

I'

(4)

The identification of contemporary environmental values

will be a theme of the course, especially durin

q

the

environmental issues seminars, and in some of thecourse

activities which are designed to examine the relationship

between behaviour change and valie/attitude change.

h

TASK VII. The program should help the teacher to see himself as a life-

-long learner, and should enable him to take an inventory of his own

SK1II$, KnuWleUge,

and techniques. ?

I

?

-

ELEMENTS:(1)On the basis of student questionnaires the course

should publish and

di?tribute

a total inventory

of the human resources at the course, (staff

included). This would be distributed to all

participants on the first day of the course and

would emphasize the experience, background, and

stated skills of the people.

(2)The competency evaluation scheme should be basd

in its optional sections on a personal interview

between each group leader and his group members

performed early in thetcourse. This interview-,will

help each student to get the most possible from the

course, and will help them to identify their needs.

(3) Students should be encouraged to see themselves

as a "learning exchange" and at least one evening/

week should be left asa learning exchange night

for students and/or staff to offer "pet" seminars,

mini-courses, etc. ThO, theme of the learning

community should be constantly reinforced.

TASK VIII: A Teacher-Oriented environmental education program should help

teachers to understand the relative position anthpower of formal education,

in the total spectrum of learning-teaching forces which at upon human

beings in contemporary society: the media, mass advertising, government

action, etc.

ELEMENTS: (1) The course should include activities which emphasize

---

.15 •

?

.

an examination of the "hidden persuaders": advertising, environmental

design in supermarkets and malls, product identity

in

packaging,

etc.

(2) The course should reflect upon the implicit and the explicit

messages of schooling.

TASK IX: Environmental Education programs for teachers should help teachers

to develop and to affirm their personal committment to environmental action.

ELEMENTS:(1) The course will model good environmental practices in

ALL its activites. Recycling preparatioA will be a

requirement for all waste disposal for students and

staff.

(2)The course will encourage students to examine alternative

?

habits in food consumption: le. no junk foods, provide

a list of ecologically sound foods, will arrange alternate

food experiences, vegetarian days, baking clinics, etc.

(3)

Each student will develop a personal fitness goal for the

period of the month: weight loss, smoking stop, change

in food habits, improvement in cardio-vascular fitness,

aquisition of new exercise skills, etc.

These personal "targets" will be part of their initial

contract developed with their group leaders.

(4)

No disposable containers will be used or allowed in the

course.

TASK X: Environmental Education programs for teachers should give student's

a lexicon of saleable, success-proven teaching strategies and program designs

in Environmental Education, at a variety of age-grade levels.

Here we are dealing with the public or social expectations of students who have

attended such a course. We have an obligation to attend to these expectations.

If our students cannot do certain expected things then we lose credibility and

they lose personal effect.

ELEMENTS: (1) Each student will develop a basic literacy in the common

flora and fauna of B.C. and will know what resource

materials are available,

(2)

Each student will develop proficency in wilderness hiking,

packing, route-finding, trip planning, equipment, and

basic safety. ? .

(3)

Each student will have a repetgire of basic techniques

in outdoor education appropriate to the age/grade level

of their interest.

• ?

II

---

:....16

?

10

(4)

Each student will develop a knowledge of the basic sources

in Environmental Education: people, books, programs, government

departments, films and other media.

(5)

Each student will be encouraged to develop at least one

fairly specific skill in the outdoor recreation-outdoor

education genre as part of their optional competencies.

(6)

Each student will have experience in the process of

program design, as well as knowledge of a number of different

basic program structures in outdoor education and urban

education, as well as a concept of the developmental

sequence of environmental education.

I will not deal with Task 11 in the format used above. Task 11 is really a

design goal for us in the detailled designing of the overall program. Some

other issues do present themselves however:

ISSUE I: The urban portion of the program has tended to focus on

architectural aesthetics. While this is important as a means of

developing awareness, there are many other ways of looking at the

urban environment. I think that we need to become more issue-

-oriented in our examination of the urban scene. What about

poverty, unemployment, urban crime, urban recreation, health services,

race, status and power, etc. We've touched on these in the fifty-

nifties, but the approach is patently superficial. Perhaps we

need to replace the small town study with a series of urban problem

task force studies.

ISSUE II: We haven't spent anywhere near enough time looking at the

economic aspects of the environment. We've worked in Kamloops for

five summers and we've yet to organize a tour of the pulp mill,

or Balco Forest products, to visit a ranch, a cattle sale, a feed

lot, or a slaughterhouse. We don't spend anywhere near enough time

looking at the city as a system or as a "organism" in terms of

its impact on the region.

ISSUE III: We really haven't tackled the major environmental problems

of population, pollution, resource use, etc. Perhaps we need at

least one day devoted to the review of the local environment through

a series of task force studies of air, water, environmental health,

population trends, etc. in the Kamloops area.

ISSUE IV: Perhaps we need a "community project" of our own.... something

that we can tackle and do as a course during the course period. It

might be something as simple as devoting one day's labour to a local

lot cleanup, park project, etc. Can we do, instead of always "studying".

ISSUE V: The canoe course has been popular, but it completely destroys

the evening time period for other activities and it really torques the

whole course. Do we teach canoeing at all? Do we offer the canoe course

as a pre- or post-course option to those who want it.

---

.17.

ISSUE VI: I think the "mass hike" is becoming dysfunctional of

what we're trying to do. How about having the first excursion

start from three different points on the Tranquille Plateau (or

similar area) with three smaller groups, with a central "rendevous"

for all groups as a climax, but only after the smaller groups

had hiked for a few days?

ISSUE VII: I'm no longer convinced that the "project" method

is the best

way

of studying the outdoor education section of

the course. The students simply don't have the skills. I think

that a task-force clustered study of about three discrete communities

would be better: 2days in pond study, two days on land flora and fauna,

I day on nature awareness and challenge, and two days on solo might be

a better structure. It would give a better guarantee that all students

got some basics. A two day project on ants may be nice, but I'm not

sure it isn't a luxury that we can't afford in a course like this.

ISSUE VIII: Should the outdoor education week be offered totally at

McQueen with no urban return, or should we move to the McQueen region

for the solo only, with that being the climax of that week.

ISSUE IX:

Should the Urban Re-Entry be replaced by the wilderness

rendevous on the first hike.

ISSUE X:

It is my opinion that we should concentrate oh a specific and

limited set of.outdoor skills. These skills should be those which teachers

are most likely to use in work with kids. I'M convinced that that set of

skills is wilderness hiking, backpacking, trip planning and basic

saftey and equipment. We should use the first trip much more systematically

for that type of skill development and for the teaching of basic bolog1cal

awareness.

ISSUE XI: For all that it is a hassle, I'm quite convinced that we should

organize our beer pool. If we don't we end up with a lot of recreation

being sucked out of; the community, and with those who have money going

to the Bavarian Inn, and with the have-not's sitting around the school.

Surely we have enough talent to organize the recreational aspects of

our own community.

ISSUE XII: Is there any alternative to the multi-bus mode of transport.

How about a school bus plus driver for the month. It might be cheaper,

and it might keep the community together more.

ISSUE XIII:

How can we keep the course on 5ome kind of a sensible daily

schedule. Maybe we need some sort of total course, pre-breakfast reveille

activity such as Tai Chi, Yoga, etc.which would get us all moving 'At 7:00.

ISSUE XIV: Last summer we made considerable progress in organizing the

evening program, but it was always still seen as an 'option". I think

we need to see theevening program as a requirement, but we also need

to make certain that it is as good as the day program. Some nights

should clearly be left completely clear of organized activities.

These are some of the planning issues which I have identified In addition

to the task-related things. I am not going to suggest a sequence for any

---

....,.18 ?

S ?

S

of these elements or activities, simply because 'I would prefer us to

think about the questions which I have raised here free from assumptions

about sequence, amount of time, etc/. Because of the placement of

July 1 this year, we have the option of lenthening the course if we

wish, without going beyoid the confines of the month of July. We may

wish to consider this and other options.

In conclusion, I wish to say that I em firmly convinced that we have one of

the best Environmental Education programs in North America, if not in the

world. However, we cannot afford to rest on our laurels. For this reason

1 have written this paper in order to challenge our assumptions, to geeerate

discussion and controversy, and to give us a focus in our planning. I welcome

your comments.

March 4, 1976.

Milton McClaren.

V

Ii

---

C

eD

—

•

bOU

.

DO

.C. ?

:

U

4

0

0

U

4-

E -

- ?

rD4-.

C

C

D

•.E2

rD

E

-.

•;

.— E

00

DO OO

C-C

>C

C

_4-

••4 -

2

2

I-

>

.-0

0

•5•

U

4- •

0

E

-

CD CD

CL

-

.

?

E

&.

?

?

C

•

?

CD

C

CD . ?

0

UCD4- ?

'I

--

- CC 0 •

o

U0

I... D C

?

— ?

> - 0)

?

4-

0

CD.0 ?

...E

u

°

?

>.

DO " •

''

D . C

0)

o

4-'

?

> CD -

L)

CD

'. ?

0

0

4-

UO

0

?

4-

'--

v

0)

U4->.

C

0

0)

'4-

4-

C

CD

CD

0)

C

4-

C

DO CD

DO

o R

C - ?

= 0

-

CD ?

0

?

U

o

000O

c D 4-

?

?

-5

>.

z - CD

.E

DO

?

o

CD

c

E-

0

LLJ

I

r

. ?

DO

CD

"4-0

Ln

>co.

0) U 0)

I-

C..-)

o

?

3

UC_

C

0 4 -

Ln

DO

?

CD

C ?

0.

Eo.

C

Ln

4-.

L

S.

:

-

-

_

Lo

.

-

.

I•

(

>2

•

Ln

acl

c

a L)L)L)

>

0.0

4-CD

•

•

?

• ?

• ?

•

:

4-

U

CD

E

0)

?

.

?

o

4-

0 ?

-

?

t) ?

.

C ?

•- ?

0)

0)4-4-..

U U

?

>

0)

C

0) ?

0

>5.0

E

CD'

C

CDC.

?

E

?

C 0)

DOO

0)

0)

?

0? ?

.P

CD ?

U ?

0) ?

CD 0)

4-.

0) ?

4-

0)

0)

4.-

C

0)>.

?

CD ?

4- ?

>.

0) ?

1

CD

rvj

c-I.)

4 ' -

CD

cc

CL)

-

?

4) CD CD ""

.0 E-5 ?

0)

>

?

0)

.-CD.

CD.CCI

..

0) ?

4.- ?

C14

2E

C CD.2

v ?

CD

o

U ?

DO

C0)0

COC

0

?

CL

C

to 0

w

E ?

0) ?

O.

0

)

CD

P

CD<

CD0)

C ?

••

(I.,

0)-0)

2

4-

C..-C

0

r

Z

to

"

W •0

2DOCC

0

a.•-

r.

-

-c

C

DO C

?

CD

.

U

CCo

—

C

4-

U

L

0)0)'.

c

I—

U-c.

I-

CD

C .0

0)

CD DO.0

04..

U

> 4- 0.

?

I

-

O. ?

DO

0 0

?

C 0 >. C ?

o 0)

4-

'4- 4_•

.CDCD

0) 0) > 0) >.

.0

0) ?

0 0

0)

C

0

4-

C

CD4-

CD

-c

CE

.0 .0

CD o

CD . > U

C ?

CC

U

CD ?

4-'

be

0)

?

.- E o

?

.5

4-

U

V

- C C

CD

4

-CC

4-4-CD

CDOC

C O

U — CD

?

I-

DO

.-

4-

0)

0.

o

0) ?

>

o

"

?

=

U

0

- 0)

U—CD

---

- 3

?

ra

D

3

o

0

rD ?

g-

CD

CD ?

U,

CD

CD

CD ?

CD ?

0

CD

?

0.CD

0

r-s

CD

*—

CD

0.

0

CD ?

W

CD

-'

CD ?

0.

CD

?

?

CD

?

a-

E.

-

3

?

-+,CD<

0

?

- ?

•

•

CD

D

CD ?

C3 ?

, ?

.

?

r

8 ?

- ?

-

CD ?

CD ?

W

M ?

CD

lw

CD =

OQ

-

-

3

?

0C —.

o

D ?

8-

C ?

0 CD

CD

ct

. ?

8

0

CD

CD.

_.©-

2.

CD

-'-'

?

?

0 -'

0 N

0 .

CD

U,5

0.

to

-0

3

?

0

o —

_CD

DJ 0

?

CD

LA

=—

-.

8 ?

CD

5_

—.

-I

U,

CD

OQ

p -'

?

0

0.

2

0....3

0 0

> E.

?

CD

-'

*

CD

QQ

-' ?

CD

••f_

co

?

DJCD ?

CDCD

?

CD

•

<

— n CD ?

..

CD

-a

.

?

0.CD ?

o...CD

?

0

CD ?

CDOCD

?

. ?

.0

CD

g

CD

CD

CD

CD ? -'

CD ?

•

sw

U,

o <D

<DCD

?

.

?

0

'

?

D

0CD

?

?

U, ?

CD.-p

CD ?

U,

?

0 ?

U) ?

OCD ?

CD

CD 0

?

CD ?

0..0CD

0

?

-4-, ?

2:

M

0.

CD

U,

OQ

CD

?

3 ?

.-

?

C•4'

sw

?

CD

-'

?

CD ?

CD

?

a- ?

-'

?

—CD

0<

?

CD ?

CD

?

= ?

.0

?

— ?

—.0

0 ?

-

-

?

— CD ?

CQOCD

CD

Pi

eD

?

CID ?

CD

?

-'

?

CD

?

0 ?

0

?

.

OQ

CL

-

Cb

1.

?

CD?

Cb

Vb

o

N-.

CD

:3- ?

r

CD

CD

:3- CD

bCD.

Cb

rr

fb

O-CD

''•0

—1

>r )

C

>—

Co

>

,a

?

0

0

-

I —. ?

'1

o

I

.

!, ?

0

-.

C

CL 00

0

o 1

(p1)

---

(I)

8

0(1'

9

H-

CD

s't,

.c-I-0-Z)(DH8d

1-

C)

i - ?

0 '0

0 Co

8 0'

CD

H"ti

0 0

0

Cr

?

0'

CDPH'a_cf

Cc)

O0'

CD

o i-'-

(t,

Cs'

H

c-i

(DO

-

?

3'

CD

c+

H-0

i9

0

CI)

CI)

I-)

?

Cl)

c+&0-3

0

c-i-}-"(D

t,,

00

CD

c-I-

0

(1)

0 -

?

CD ?

CI-CI)

(DO

?

H'

000

?

C) ?

?

Cl)

cI-

?

J. }c-f-f0c-rCD00090 ?

CD

?

04 ?

CD

0 ?

Cl) ?

CI)

00-

CD8'0CI) ?

Cs'CI-OI)ci-0Q) ?

0

8

9 •, ?

X 0 0

Cl)

0m CD H

0 00'0CnCl 0 ?

H Cs'

o

CD '0 00 Cl) :-

2

•u.

CI)H)0

I-'-O

0

'0

'0

10 ?

0.(D0 ?

0 ?

c+Q)

?

H'Oc+

Cl 0 CD I-I CD

0oJ0-H-'o

0 H' 8

?

0 CD H

?

?

(l)

,i

?

CD ?

0'

9*J

00H)40CDa_0&00

-'-HCud-Cs)H

Cs' Ci)

?

co'

0c-i-0-0

HO

9000-Cl)

00(l)

0"

• P

OCfl0HlYQ.<

'0C.)

0

c+C)

?

ctti

?

H.00}-Cl)a_8HH

(D

?

c+000c00-1

1

*1

9CDH'c-i-CD0

0

?

??

P'

CD

?

(D

CD ?

000

o -

0

o

?

?

'.0

,;l

I

?

00-HO H

0 O

?

CD ?

H- ci- 9

?

c-

?

J1.

(OH

8H

(D)

00P

?

?

cp

:3

?

?

CD

ci- 0

• ?

5.

CD

0-.

??

s. ?

Cl) ?

I. CT)

Cl)

I

?

CD

H00 0 c 0

cZ0

HCJ

ti ?

(1)

c+

?

CD ?

H

orjPHCn

?

0"0 ?

&CD(D

o ?

0 'i +ci-9 CD 0)0

?

Ct, i (11

PC)

IC)0

?

0+c+c+ic+9&

?

H}

0 ?

OOc+ 0

?

OOti

W ?

CDiCt,

?

55

H(1Q0H

?

(ID

?

1

J

(j) ?

C)

o-i-0 ?

0:9jCD}-'.0o

1CDC)c-'- CD

S

iCl1Oc+0-HH)

?

0

0- ?

_iQ) ?

9

?

rj

9-CD ?

c+O ?

0

o

Q)

Pi

?

J.(1)C)j

(D09(D0-•

P

?

.

dO00a_C09

H'o-3CD ?

BH

4-0(D0-Ci)

H

H000

0 ?

-E-" ?

(D

9TqP0(DPC)

CT)

?

H(1 ?

cnHW

?

?

0i0CD0

-

P..(Dti

0 ti H 0

C) ?

CD

9 ?

8

0 H

?

C)

0HCfl00O(D(D ?

O00 ?

H

d-

Cs'

CD'80'd

?

00

?

CD Cs'

?

Cs' c+

?

t5

H•CDH0H'

09(D

-- '0 Ti) C112

?

c+

0 ?

?

H)

H

co

0- 0-0H)0}-CI)

?

3H.0000C1

?

cs' ?

Cs'Hd- - c+ ?

CDH•0o'iTi)0

?

Cs) ?

Cs' HO ?

1-i 0

C*

-HCD

CD

00

0H 0000H0- CD0°

Fj

H00a_a_0-H 0H00H

&'00-0 HDO9O -00CD0Ho

?

0Cl0 ?

11 ?

0

?

909

(Dc±Hi0 zi0- cH0- CD

?

(1)10

CT) ?

c1-d-d

HCI)

C)

0-H ?

Cu

900 H0

H

-4

?

F

1H9

(DOCD000

?

00H1+0"0

?

1-P-0P0

0(/) ?

H00"- ?

CD

o

c0Cs'cf-9

o

C ?

-' )

?

+ ?

0-H

CA

(D

CT)

H ?

O0

0 ?

I 8H

I

?

'J1.

90Cl)CD-0H'

.

0-c±

0° ?

CD

?

CDc': ?

o-

?

Io

,

?

Cl)

?

0-

?

CD

8

F0000H)0000C)00

H

?

CD 0

CT) 9 0

0

Cl

0

Cs' c-i-CD 0

o ?

CD 9 c-f ?

CD

C)

c-i- • < 0

C)

a_8D)

?

o0'. 8

?

F-00 ?

-CJ)

0 d-Cn CD

8 c

?

'-

?

c-I-8

C)

OH(D>< ?

o'.. cs'

?

tH'H'3 ?

H '1

cut'H ?

•5-- ?

0CI).-0Cs)cfO

?

CI) Cu

I--' ?

c+ CD

?

0 t

?

j- (1)

0

CD08r0DHC-) ?

..cI ?

C)

H ?

CD0E-'Cnc. 0Cs'H

• CD:CuH9

?

0

H0HCD

?

cI-0i ?

a_cs'

?

o oc

0

0

0

CD900000t0 ?

•0

08

0

o00C'CD'. +o"HCu HCi) (1)

H0CuC)008H

0

H)09'0H)CD.

??

0

O0o'0ç00p(D0O)

CD

,a_'En

0)

c-i-a_0-8HH0

C

L

?

40Ho

'-0C/)-

CD

?

Ca

C)

00-00

?

d-HCDCi-c+0 0

900 ci-

?

'0 ?

0 ?

0

?

C) ?

0 Cl) ?

d-I0a_CJ)0-

00qCn9c+CD

CD a_ 00

0'0

c i - -

0 0 H

C) ?

H

Cl)

0 c+ C.)

C) TI)

?

CD Cl

?

C.'

H00(D00 ?

48Cs'0,*H(n>4

Cl) ?

CI)

H.

?

0cI-0

000

'0

0- HHc+Ct) 08

?

C-'•<l 0

?

0 . ?

8j00

CD

crQ ?

00-

I 0Cfl00H0009

?

0

?

0 H4H'Ci

H. Cl

<

?

0:3 c-I-H)

O0-Cl0PH'0

?

CD

• H'CD0l

0tCD

?

H•0 ?

OCs'0

HO LP.

0-

?

CL)

0CDCs'Q)ct0 ?

0 c-i-

H'0-Cs'0 0-I-000

?

o

CD ?

0 H

?

(1' c+

?

0-C.) Cl)

Cn-H.

?

00

1CD

09(1)9(1) ?

C1)08CD ?

0

H)

CDH

9

CjCs'(D

c+C

4 ?

•

??

0H000

OHCDO.8ci-0

p0

oo

0

?

OCD0-'0

c+

H0OHO9

a_0-0

?

9HCD

0

'0

P

.

- ,- 0

CD}-i0- ?

0000C)8H,0

(DO.

CD ?

0 ?

'do4ci-

?

CDCDCDCDJ CD

Ho

0çJa_00

H)00CD

?

C..)90H)

?

.a0Hs.'0

3HCT) ?

CD

09'0c+C ?

800

a_

00 H0OH ?

800. I

?

00'0CD000'0H

00H)0-'0

-d

H'

0- ?

i CD c+ 0 ci- H) H)

?

((1

Cc)

CDCC) ?

I'F-'Cl)H(DH ?

Cl)

Cl)

0-8

?

CD

.

H-0HcfC0-

oOCD'dOCDO

D c-i- 0 0 H aq

?

?

0

000cs'

0-

OOHO'.0

?

I ?

0

N)

CD

i

-'iO H

4a_c1

H'H,CD00

(t,c+ ?

?

_

a

?

0-<'.

90C)d-0

0

?

'-

s.

OHH000

?

CDCl

I-

?

?

0040

Cs'

?

00

0'0

\Q

H

-I)

\n

c+< P

.

' O'c+Q..

?

0. ?

CD

CD00a_0

CJ

c+

0

H ?

0D ?

Cl)

0- CD

03Cl)0

CT) H 1

?

CD

H-9CDcs'I-'c-I-

8 0

?

0 ?

0 W I

.p)H0a_(1),+0CDI..H0-CDC) ?

N)

000

cI- OOc+CDHO.

0-00H ?

(1)0CD0CD+

0-000

?

0

H'0-'

.

00 ?

c-I- ?

0

0001

H)0-898O

0-

CO

Cl)

??

.0

H)

.4

OV

H.O

0

HCCsOCTDc+0H'0

CD CT)

H'0

0

?

c-PC.)

CD C)

P

c-i-

c-I-

(D

?

H

En 0

Cl)

H ?

0 H 0-'0

Cl) C)

c+

ci- -

(1) H'0

c+-c

Cl)I-S-Cl)

?

a_

'0CD

'0a_0c-i-08

HHO

?

l-H'Cs)

F-'OO

?

0(l)

l)

0Cc)

H'CDci-H0

?

C3

0

00(1)

?

00-0

p.'do0Cs'

•

c-I-ci-

a_

,+

0

5

1-'-

:

?

CD

0

0

1,

(1)

0'

(D000

4

co

q C)

H'

CI)

8

??

CT)

Cl)

c-P

H

ci-

CDO0HO ?

CI -CDHH

C ' . c-I- 1-"

C)

H

Cu

-c

CD

o

(D00-

0-0 ?

I- ' ?

OHCDHOCI)a_

CA

Cl)

I

H

?

•

0-0

0

?

• Cs'.

O

• ?

o.ocic,'

00 (D '0

?

cPH0890

(I)

HO0H-09

?

P- En

?

.CD0}-'H)c+

oOH Os.

?

80

00CD0

0 c-i-

C) I)) CD 0)

?

ci- 0

0?

H' 8 0 H' 0

0 oH' 0

- a ?

9 c i -

Cl0 90 ci-

c+HH

?

H-0 Cs' 0

O004CDc-I-H'

c-i-HBI Cq F-j CD

... ?

M

?

0 HO

CD-I

(1)00

0-

Cl)

-CD

?

P.

(s'

HCDCl)9-

?

O) ?

cI-CDClCDCs'H0-

00800000

(

?

0

?

c-i-0

0-000)

00000

?

c+ Cs'

cDH•

0-H

'0 0 (1) CD Cl) 9

D 0

I ?

'o'0o90a_

00'CD ?

HO

HO00

s'

?

I-'

0cno:--c"

0Cl000ci-0

oO0-H8

?

0

0CDC

I

-0- oO0-ci-OI

-. CDa_0'

0 CD

Cu

'C)H).0OO

0 CD • .0

?

Cc)

rs'CDH'OOc+

(DCl)9 ?

f1 ?

?

8CTQHO

H-(D

Cl

0. ?

0r

?

}-J.CD<3

c- i-CD 0 < -I-0 00 CD'd

ci-

?

9.CDHH)c-i- ?

03

-

&CD080 ?

0H

?

H-CL)

0 ?

10

Cl)' ?

8

?

cI

0

?

e

In

ON

Tn

ll

c-i-

(1)

ci-

C)

0

0

I))

ba

CD

0

N)

I.

al

-

-

---

H

U)

H

0

cC

•

.

(14

(U

•

H

0

-P

Cti

U)

0

0

• r - i

'

.

'd

rI

C)

C)

U)

U)

•U)

rj)

U)

ON

.U)

(U

U)

(I)

4)

U)

r

U)

-H

4-'

,0

C)

U)

c-

-H

-H

O

(1)

0

'I)

4.)

'0

0

0

H

,

a)

C

00

-4

0

0)

co

0

0

W

:1

H

0

-I

'U

r

-

C)

SL,

CU

+

0

C

H

-P

CU

-.

r1

O

CU

U)

a),.

U)

0)

0

•.o

-i

a)

• H

a)

Cti

-

c

U)

l

i

P.

0)-i

'C)

H

0

CU

U)

C)

(14

U)

Ci)

CI)

0

0

0

U)

.,0

U)

U)

U)

U)

-H

U)

0

o

.

D

H

(1)

0

C)

U)

-H

U)

'C)

a)

.,

C

O

0

Cl)

c-4

HH

c-i

a)

C)

O

bD

C)

-H

S

c H

0

-1

i

co

•

-H

>

-i.)

.f)

.0)

4

-4

U)

U)

O

CI)

• ,z;

0

Cl)

C/)

H

C)

N-

-

N-

C

(1)

U)

U)

'C)

U)

(I)

U)

a)

U.

ruJ !!

C!:

C

C-

C

C

I:t

L

Cf

C,

C

C-

-

0

C,.J

H

H

-H

H

0

cj

U)

CU

0

a)

a)

0)

0

-P

U)

U)

0

0)

U)

U)

-H

fl

U)

'U

fsi

co

C,)

.a)O

.4 ? '+

HE

+

O0

?

U)

4

?

0

0+'

CU,

U)

CU

rI ?

co._.. ?

U)

CL ?

•H

?

0.

U)

0

ON- ?

O+

•

r-I O\ -P

.

H ?

Cl)

-

(14

?

?

H (U +)

(0 ?

a)

0

C.)

C

H

?

U)

(1)

0

0. (1) ?

0

d ?

(0O

U

0)00

H E

).l\

o

N-

.

U)0+

0004

E0d.H

000EH

O-l-

U) ?

?

a)OtO

a) U) ?

(Ii

0

H

('4

0'.

ç:P

.r-0P00

0-H

0CU

?

-P>40

OH

?

H°)

r1

U)

C)

-U)

Cf..4

U) ?

0

CU

0r-1d

O

CU

U)

I

Cl)

di ?

0 ?

'ri

co

a)c-P-ZrG)

('4

0O ?

N--U)

-P 0 0 0'. +

•

,D

-P

Q)

OCUOCHO

00

U)+)Q) ?

,D

O Cl) ..O

?

CU

0) •H ?

C)

C)U)

(U

0)

(1)CUHECO

I-I0

0

H

?

?

H-

.-0)

00

•.U)

o

H

O

U)-PU)

-QU)UJ-P0

U)OU)

U)

O

.- ?

(_)

?

-) ?

:.O ?

0

U) C)

0-0

N-

.rCH

-H

0

'14

0

-iO000

U)-.U)

C)')

I

U)04D

(14C

rH-

Ici ?

CU

4

?

?

l)

'-4

.-

,U)

U)

.

'C)

Cl)

(I)

CI)

•

ov)czc'i

'

C+

U)

bi)

C

U) ?

Q)U)U)

tq

-U)

'

0Q)

0

.0

CU

00H0-40

(1) ?

cu

,

H ?

C

(14 -H (I)

>

.,T1

OU)

E

?-i

CU

-i ?

U)

Q) ?

Q.,

-i3O0

U)

?

ri U) 0

r-

.

Plj U)

> 0

ONU)O

(1)0) ?

• ?

t1)

?

JE

?

CU

0 0

U)

0-,U)'ao

U)

?

U)

OCU

0.HOHU)E

-4

-P Cb

(Or-4

C)

00

000tH

C)

U)

0-40H

a)0\OHCU

,0,U)CUC)

)pC) ?

?

0 T

•H

,0

00

CHOO

U)0

+C'J,O

C H

4-;U)

O'dO ?

CU

•

U)

OU)'aU,

-4

Ci)

4çU)

ç).

-P

?

PEI

?

, ?

r-/

C)

CO

4U)

H

U)

p,.

-C)-dcU)c/)coo

'1;

-p

0

CU

r-4

?

tLo

0

0U)U)0

-H+CU

U)0

E0

U)

U)

H ?

0 ?

U)O

Pq

U))

HO

H

H

HOCUOOCC

- --IOO,U)O

H

-40

,.

U)

C

L-i

O ?

.-i

• D

?

'j

?

ri

(1)

-

'

-Pc)

10

Cl)

CU

0

fl-i

OPc)

?

U)

C

H

U) Q)

'IU)'CiO

3'CiOW

+'

CO

0

I-I

0

?

a ?

oo

(

1 1)

CU ?

-I

,-/-'

CO'aO0)

0

?

?

'0 ?

O)U)

(1

r1

.

•rC ••

LtU)5-

0

1

(14-H

H

0

CH

0W(1U),U)

0C)HU)0O+

D

0'

00

•Hi

U)

0

U)CO.H0.rI

?

.c-Ic-ikt&))+'+)'

0)0CC-)

a)

0H -s

U)

-IC0U)

0

0,0 ?

0) U) 000)

CU QD

,0

,

U) j

)(1) ?

P U)C-

C)

U)

r--/

0

0 0

'-P.00)

00CC)

(jCUcH

0

CU

U)

C

-

5

?

U)HHU)

r-4

C).

Or-I

U)

/

•

r4 ?

0 ?

r1 i-I

?

la, -P

-.

?

•

H H

-

H

U)

0

,U)

0

+

4- ?

-H

Ci) ?

(1) ?

-P

0

/ ?

•\

..

,.

0 ?

HH-H

-

CU

+O,U)-H'.

Q),U)+H

l_

-

HU)'a))COC).Oc-4(0

0CUU) .

P,0

CO.)-

4DU)

HO

-H-r-/042+'(0U)

COO

•-4U)

00 ?

00)0)

cc C H

\.

o

H

U) r4 C

U)

0

0

U)

r.

C)

0 '0 ?

..

.

NI.

-U4-'-Hc-IOu)u)

.ot0O

-

O

C

U)

-d

II)

0

Cl)

U)

C)

,U)

U)

0

4

C

-I.

0

C

r4

f )

l

14

CD

---

VANCOUVER ISLAND'S

STRATIICONA

&

PARK

OUTDOOR EDUCATION

LODGE

CENTRE

N. S1 O'Connell

Dept. of Education

Faculty of Education

Simon Fraser University

Burnaby, B. C.

15A 1s6

Our educational philosophy at Strathconahas four main thrusts:- folk art

and culture, the life-styles of the Coast Indians, the benefits to be derived

from healthy outdoor activities, and conservation. We seek by these means to

increase individual resourcefulness and help people to become better able to

function in wildcountry, close to nature, without the physical and mental

stimuli of an urban community.

The need for man to live without the support of a highly organized and',

largely synthetic urban society, is brought into focus by the threatened coll-

apse of that society. We at Strathcona believe that our survival as a civil-

ization depends on our being able to find answers in a simpler lire style,

closer to nature, and closer tQ the tribal and village associations of our

recent past, through a more open educational system.

The universities located-as they are in the main centres of population find

it difficult to relate to these ideas, and are unaware of the opportunities

that they present. In short, the universities lack roots in the countryside,

and are in danger of becoming sterile, irrelevant

i

nstitutions where musr

professors produce pallid replicas of themselves.

In our search for a more meaningful educational philosophy we are seeking

input and direction. We would like you to come and have some fun th us this

Christmas and have a look at some of these educational alternatives. We

hope to have Roderick Haig-Brown and Dr. George Clutesi as resource people.

We are calling the course the Strathcona Christmas Adventure.

Details of the experience are on a separate sheet. We hope very much

you can come. We are running several other courses this Winter which you

may find of interest and all these courses are listed in the enclosed folder.

CONTACT CAMPBELL RIVER & ASK FOR RADIO TELEPHONE

P.O. BOX 216, CAMPBELL RIVER, BRITISH COLUMBIA

---

• ?

.•

?

S

Page

We will accept organized parties from schools, universities or other groups

at any time. Groups may run their own programme here, or make use of our

facilities, equipment and staff. Ne have a beautiful location which is ideal

for outdoor activities and expeditions on foodt, or by canoe, and for environ-

mental field studies.. Many groups from universities have been here and many

more are coming but we still have room for more. Our rates are extremely low,

and the quality of our accommodation and food is second to none.

Yours truly,

?

.

/

Jim Boulding

Director

?

.

JB/gh

Enclosures