How casually everyone walks past cenotaphs these days. With the world filled with phone tranced zombies who barely see anything, how are they expected to see the ultimate sacrifice of others? Chances are, many people are more likely just to walk head-long into the memorial due to distraction, rather than noticing it for what it’s worth.
However, ANZAC Day helps focus people’s attention on the importance of sacrifice, love and friendship for a set of beliefs about how life should be. It’s not to glorify war, but to honour the stand against tyranny and the fight for what is right in this world for everyone to live free from fear, hate and oppression and have the opportunity to live a life of their choosing.
Sadly, our world is still a long way from this ideal. In Australia, we live in relative safety and security, but the recent events in our neighbouring New Zealand, highlight that we still have a long way to go and we should never lose sight of the fact that the lessons of the past must inform our decisions into the future.
In a time when communication across the globe has become instant, and often overwhelming, it’s worth reflecting on the experience of soldiers on the front line. It took weeks or months for mail to get to or from the front. Letters from the front were read by someone else before being redacted and then sent on. Even innocuous remarks about the experience on the front line might have been struck out, in case they could cause disquiet back home. Yet most tragically, of the many letters that were sent, by the time the letters were received in the home country, the soldiers who wrote them had been killed in action, or missing, presumed dead.
With instant messaging and the ability for news media to live stream coverage of war-torn areas twenty four hours a day, it’s hard to fathom and comprehend the lack of information, and the slowness of communication back and forth between loved ones during the wars of the past 100 years. Yet the value of those communications were timeless. Letters were kept and cherished as an important connection from back home, to those who had left to serve.
There’s nothing glorious about war and the scars and emptiness with which it has left so many people, but the fight to defend democracy and freedom is why we must always remain vigilant to protect a way of life that allows freedom of speech, movement, association and the ability for so many to walk around like zombies and see nothing of the world around them. Consequently, on ANZAC Day, it’s important for us to honour those who made a stand against tyranny and oppression, so rather than having heads bowed staring mindlessly at a phone, it’s an opportunity for our nation to bow its head in honour and respect for all those who served to protect the wonderful nation and life we enjoy in Australia today.
If you want to keep your finger on the pulse of the traditional economy, then keeping an eye on the activity in the main streets of town is a great way to do it. I hear you saying, “Why do I care about economics? Isn’t this about experiential education?”
Good point! But bear with me on this, as there is a point. If we’re training students to be productive members of society who are independent, thoughtful problem solvers and are employable, then you need to understand some of the subtle, and not so subtle shifts happening in society today.
Everyone knows the digital world is here to stay (unless our politicians start a war they can’t finish and everything goes Mad Max on us!) Luckily I know Angry Anderson, so at least I’ll be able to join one of the lawless gangs roaming the desert without too much of a problem. However, before we sharpen our boomerangs, let’s pretend for a moment that we won’t be plunged back into the dark ages and have to fight for every litre of petrol as if it were our last.
Sorry, I’ve digressed slightly, maybe. Retail shops are closing at an alarming rate and what’s replacing them? Nothing! Maybe the occasional ‘pop-up’ shop that’s here and gone in the blink of an eye. However, ‘For Lease’ signs spatter our retail and office fronts and once popular Main Street locations are sitting vacant for longer and longer. Some of it can be attributed to high rent in these locations, which the market should eventually fix. However, often it’s the fact that businesses which were once main stays and anchors of our main streets are gone and nothing has replaced them.
Recently, I went book shopping. We had an end of program dinner and there were a number of prizes I wanted to give out, hence I was in a bookstore for the first time in years! Like many other book stores, it was in a prominent location. However, it was in the middle of a closing down sale. Everything was on special, so I bought quite a few books. When I went to pay, Jennifer, the lady behind the counter asked me if I’d like to join their book club. I guess she’d been instructed to ask everyone, but I didn’t see the point of joining a book club of a business that’s closing down. It’s like a free membership to the Roman Senate in the 5th Century AD. It’s better that you don’t accept it.
This is not to say I don’t read books. Well, to be honest, I actually don’t read as much now. Instead, I listen to them. I can get almost any book I want with a couple of clicks and the quality is generally excellent. Although some readers are “rubbish.” I have returned a few which almost put me to sleep. This is never good when listening to them in the car. So the reading of books is not declining, but the way in which we’re buying and reading them is.
The fact is that here is something that’s been a staple of society ever since Mr Gutenberg got all IT savvy in the 15th Century and decided that ‘copy and press’ with his fancy new International Book Machine (IBM) was a far better and cheaper way of plagiarising books than having teams of monks continuously write out copies with a quill pen under candle light. Monks were now freed up to go out and help do the valuable work of the church, which was mainly selling indulgences to fill the coffers of the Pope and adorn their monasteries with ornate silver and gold.
Despite the printing press replacing a lot of jobs, other jobs emerged from this. However, today we’re not seeing the same redevelopment and reinvention of jobs. Sure you might need someone to monitor automation systems, but this is only a fraction of the workforce that’s being replaced. The lack of new businesses coming to replace old ones in our main streets is a clear and real indication of this shift. The long-term outlook for employment of those we are teaching today, isn’t looking good.
The huge problem is that schools aren’t scrambling to address this. It’s massive. It’s already impacting on our communities and a profession that’s not well-known for being adaptable, is now on the front line of a seismic shift in an economic and social revolution. The traditional classroom, an invention of the industrial revolution, is ill-equipped for what’s coming.
However, there is light at the end of the tunnel which is not just a marauding gang with sharp boomerangs and burning torches. To address this, experiential education needs to massively expand in schools. It needs to make up the majority of the curriculum. The school day shouldn’t just be sitting in a series of classes, going home, doing some homework and then coming back the next day to do it all over again. This only prepares students to be able to sit in a room and do exams, which in the workforce tends not to be very useful.
It’s time to get out of the classroom and change the style of teaching. Change the way in which teachers are being trained and include a significant practical, experiential education component to their training. This is not just more classroom prac work, but is working in a business or an industry totally unrelated to education. This can then translate into a far better understanding of the changing dynamics of the workforce in which our students are growing up and make them far better teachers with some real life experiences behind them.
We must do something about this massive problem now! We will continue to see the subtle shift on our streets. More shop fronts closed up and not rented. Fewer checkout chicks at the supermarket and bank tellers have all but been replaced by automation and machines. Whilst these are not bad things in themselves, efficiencies are great in any operation. However, the real problem that we need to address is the preparation of our students for a world in which there are fewer jobs and few opportunities for a single occupation approach. We must be leveraging our programs to train adaptability as the number one priority. The world is changing and our most successful students will be the ones who are able to not only cope, but thrive in an environment in which the goal posts are continuously changing. If you don’t believe me, go for a walk along the high street in any town. Chances are, we’re only seeing the beginning of this trend and we need to do something about it right now!
Kyoto is an amazing city of contrasts. A bustling city of around 1.5 million people, which is central Kyoto, not the surrounding areas, this mega city seems to go on and on and is connected to Osaka through an unbroken series of medium and high rise apartment buildings. It’s crazy to think that this combined urban area consists of around 20 million people.
It’s an astonishing and busy place. I arrived by Shinkansen, aka the bullet train, from Tokyo and managed to find my way through the crowded station onto the subway and eventually to the hotel. Not trying to get through a crowded train station carrying a pair of skis was a wonderful bonus this time around. Instead of skiing, I was out exploring some of the astounding history and culture of Japan.
Other than trying to get through Tokyo station in peak hour, I’d not been out into any major Japanese cities before and this was a fascinating experience. The outward impression I have of Japanese cities is that they’re kind of ugly. There are lots of tall buildings which on the outside look dull and grotty, interspersed with a few amazing ancient castles, temples and traditional styled houses.
A massive population, random sprawling developments, recessions and years of deflation, haven’t helped the look of many of the cities in Japan. Functionally, over design seems to have been the thought at the time. Despite this outward appearance, once inside one of these mega cities, you can find endless hidden gems of the ancient world, living right alongside colossal skyscrapers. The cities have simply grown up around and consumed so many of these places that were once focal points of small villages and townships.
Kyoto, for example, has a lot of temples and I mean a lot! Everywhere you turn, there’s another temple staring back at you. You can be walking down a laneway and a simple old wooden doorway can take you into another world. I came across many of these by chance. I had a fairly general map from the hotel which indicated areas where the major temples were, but on the way there I found temples in the middle of shopping centres and in amongst suburban housing areas.
The moment you step through one of these doorways, it feels as if you’ve stepped back in time and out of the city. The change of atmosphere is stark. Gone are the bustling noises of traffic and the manic pace of the city. Instead, you’re surrounded by a serenity that’s further enhanced by delicately tended gardens and bamboo water features that continue to flow gently. No wonder the zen garden is such an art form, as it can dramatically transform and create a quiet space, even amongst millions of people.
I found the same experience time and time again as I stepped inside an ancient building. It feels a world away from the hectic pace of the surrounding city. The Imperial Palace, nearby castles and countless temples were all the same. Somehow, time has stood still inside these spaces, whilst the city has exploded around them.
Another interesting place which provided the same dramatic contrast, was the Japanese Gardens next to Himeji Castle. There’s a major four lane road right out in front and a massive car park opposite. Inside, however, is a serene series of masterfully designed and maintained gardens where I heard the birds chirping for the first time in days and saw huge koi fish swim lazily through the ponds, expectantly popping their mouths out whenever someone’s shadow appeared over the water. Buffeted by solid traditional Japanese walls, these gardens are a wonderful example how the old and the new within huge cities co-exist.
Koko-en Garden Near Himeji Castle
From here, you can walk ten minutes down the road to a gaudy neon lit mall, filled with seemingly endless shops and constantly swiftly moving crowds of shoppers and commuters rushing through one of seven identical Starbucks stores that line the streets. This dramatic contrast shows the underlying complexity of the modern world and the desire to escape to quieter and more relaxing times and spaces from the past.
There’s something wonderful about both sides of this mix of old and new. It’s important to preserve and value our global heritage and cultures and at the same time we still need to build cities which can leverage the technological advances and advantages that are being continuously designed and developed in the digital age. Whilst we can all hope that city design into the future will be less ugly than what it is now, the reality is that this is just the surface and once you step inside, you’re only moments away from a serene green space or a preserved vast estate. Working out how to best link all of this together with some thoughtful design, is definitely going to be an ongoing challenge for the next few generations, but the possibilities of future cities which connect both old and new in a seamless manner is an exciting prospect to anticipate.
Lately, I’ve been doing a lot of professional development. Most people will groan when they hear PD, as they’ve experienced the classic ‘first day(s) back’ professional development time, which could be just a complete waste of time and energy for all involved. From what I’ve experienced over the years, you may as well have another day of holidays and it would be far more beneficial. Whilst much of this is done to save money and meet the mandatory PD hours requirements for teachers, are teachers actually learning anything that will improve their teaching practice or professionalism, or is it just an exercise in futility?
Don’t get me wrong! PD is vitally important, but is self-initiated and directed learning a far better approach? What I’ve been doing recently for my own PD has been through two different forms. The first has been reconnoitering new areas of the countryside to further develop a program. This is always an exciting and challenging time as now you’re exploring new areas with which you’re unfamiliar and trying to find suitable tracks, trails, rivers and campsites which are suitable for the age and experience level of the group for which you’re planning. Sometimes, it’s easy and quickly falls into place. Other times, it’s like trying to get out of a darkened pit full of goblins whilst being stalked by a ring-obsessed weirdo.
On this occasion, it was closer to the latter, as we found out the new area was not a nice babbling brook surrounded by gentle countryside, but rather a vicious, shallow, rapid-flowing white water filled gorge. We were about 2km in when we realised how nasty it was getting and what was supposed to be a pleasant three hour paddle, took seven hours! Thankfully, we didn’t have to battle orcs along the way, but at some points I was hoping that eagles would come and rescue us. Sadly, it was not to be and we had to navigate and negotiate the gruelling gorge that went on for several kilometres.
During this time, we’d also looked at mountain biking, canoeing and hiking as options in and around Canberra as there are some amazing national park areas with great tracks and trails throughout. Despite the fact that a number of these options weren’t particularly suitable to take students on, this was an extremely successful trip. From a professional planning point of view, even if you’re not going to change your program in any measurable way, going on “reccies” is a useful exercise, as you’re reinforcing your own skill set for navigation, route assessment, logistics planning and risk management. It’s all these concerns that you suddenly find come back to the front of your mind when looking at new areas that can naturally feed-back into your existing program and help you re-think, re-assess and improve upon what you’re already doing.
The other PD I’ve been doing has been the more traditional kind, in terms of workshops and conferences. Sometimes these are hit and miss when it comes to helping you in your teaching role, but that mainly comes down to what sort of conference you’re going to and which sessions you attend. The first one I went to was a digital schools’ conference. It was basically exploring how technology can be better used in education. I sat in on a couple of sessions which were excellent as the presenters hit the nail on the head! It’s not really about the technology. It’s about the use of technology as part of a wider educational experience. When you boil it all down, the skills you’re learning in STEM and trying to innovate with are exactly the same as what’s being learnt through outdoor education.
The core principles of innovation are:
• Problem solving, risk taking, adaptability, teamwork and leadership.
The core principles of outdoor ed are:
• Problem solving, risk taking, adaptability, teamwork and leadership.
Simple right? Well sadly, it’s not always the case and often teachers can see the use of technology or coding as the end goal or the learning outcome. As in outdoor ed, often schools see the outcome as getting kids outdoor or learning how to ride a bike or canoe. These are all just the means through which these core cognitive and experiential skills are being developed.
I also had the wonderful opportunity to present on innovation and how the chaotic and imprecise science it is to develop an idea into something that solves a much wider real world problem. I also explored how this can be translated into the context of education and why this is now such an important part of the modernisation of education that might one day see us escape from the industrial revolution hangover upon which our curriculum’s based.
The second conference I went to was more closely related to outdoor education and covered some fascinating insights into concussion identification and management. This was a great up-skilling opportunity for me, as whilst I’d understood and had managed a number of concussions over the years, I was able to get a far greater understanding of what happens with the injury and how it manifests itself. This is something that a senior first aid course would never cover and even with the wilderness courses I’ve done, it was only ever touched on briefly. Yet attending a comprehensive keynote presentation by a leading medical specialist in the field, was an amazing learning opportunity.
PD can be both insanely frustrating if it’s done poorly, or immensely beneficial if it’s done well. Some people might perceive PD at conferences as junkets, but this couldn’t be further from the truth. From the Wilderness Risk Management Conference I attended last year to the various ones I’ve been to this year, it’s helped me attain a much greater understanding of my own professional practice and helped me to reflect and review what I do as an outdoor educator and how I go about doing it.
I have to admit I have great memories of the enforced PD days from school days past. At one school I was once part of an English/History faculty. We taught an integrated unit called Valley In Perspective, that combined English/History/Geography and Outdoor Education. It was in some ways a little heavy on the academics for my likings, but overall it worked quite well. We were always allocated a day at the start of term for ‘meetings,’ which was code for sitting in the office and wasting lots of time, something which I can’t stand doing. However, one of the teachers had a boat and so instead of sitting in the office, we went and spent the day on his boat. We would discuss work for about an hour, but then would relax for the rest of the day lazing about the deck or going sailing and usually having fish and chips for lunch. Whilst many a useless manager would say this was a waste of time, it was an excellent team building exercise and our team of four worked exceptionally well together, despite the school being a disastrous toxic mess in which to work.
Ultimately, PD is vitally important for renewing and up-skilling you in your professional life and can have great benefits when done well. Meetings can be of some value, so long as you limit their time and have clear goals and objectives from the outset. However, to get any real-residual benefit from professional development, you need to go out, test your existing skills and continually learn new ones which can help you to become a far more effective educator throughout your life.
Having traveled quite a bit for work and for fun, I’ve never learnt more about a new culture than immersing myself in it. We always learn best through our experiences, yet most of what’s taught is still inside a classroom. Now if it’s maths, that’s fair enough as there are many basic concepts that need to be worked through in a fairly structured way, but if it’s cultural understanding for which you’re aiming, then it’s near impossible to truly learn anything unless you immerse everyone in the cultural experience.
There’s a lot of schools doing just this with countless overseas trips happening each holiday period. But why should this be just an optimal extra in a holiday program? Firstly, the cost involved to take an entire school away each year on some sort of cultural experience would potentially be prohibitively expensive. However, there are other options. Why not explore the cost of chartering an entire plane? If you’ve got to move a few hundred people, surely one of the airlines could come up with a special deal, plus it removes the often annoying feeling for other passengers of being surrounded by a group of school students.
Anyway, major logistics aside, which I’m sure when you think of it aren’t insurmountable, there are some massive benefits to taking students away to experience another culture. Students today are getting a very distorted view on life due to the bombardment of marketing and digital noise that’s constantly around them. For many, it’s all about image and consumption, which creates a disconnect with relationships and so many aspects of the world. This is not of their own making, but conditioning being experienced in their every day lives.
What many students and teachers need is a good shock to the system to snap out of the sometimes monotonous grind of every day classrooms and experience something different and amazing that can never be taught. Immersing students in a different culture, can create a life changing experience which they can’t get any other way. It can provide them with a completely different perspective on life and enhance their appreciation of others. For any worthwhile cultural experience, it has to be dramatically different. It doesn’t have to be the shockingly inappropriate orphan tourism which so many schools have enabled in recent years, but is does need to be something remarkably different from our own culture.
Thankfully, we don’t even need to go outside of our own country for this as we have some unique local cultures and aboriginal communities in places such as Arnhem Land that welcome school groups for extended stays to experience a more simple way of life that’s focused on relationships, rather than consumption.
An Aboriginal Person - Tjapukai Cultural Centre
Māori Cultural Performance - Waitangi
Another great place to go, which is only a couple of hours flight from Darwin is East Timor. With a mix of Tetem, Portuguese and Indonesian influences, this is a remarkable country with a unique culture. Whilst still a very poor nation, the Timorese people are big on education and are in the process of rebuilding their nation after years of conflict. Whilst now a relatively safe country, it’s worth connecting with the Department of Foreign Affairs for the latest assessment. However, from an educational point of view, immersion in this type of culture that’s so close to our own country, is a great way of developing the global citizenship within our community.
Until going to East Timor, I had no idea how devastated it still was from years of war, but contrasted with this was the positivity within the community that with democratic freedom, they could now build a nation of their design and not one imposed from outside. Having been occupied by the Portuguese and more recently the Indonesians, this is something we can’t fathom as Europeans, who have done most of the occupying.
One of the key skills required for students to be successful into the future, is cultural understanding. It’s not just knowing about a culture from reading about it. It’s about truly understanding other cultures and gaining an appreciation for a different kind of world view and life experience. This doesn’t need to be limited to our own regional ‘backyard,’ but can extend to all sorts of places around the world. Living this sort of experience can put into perspective the history, the geography and the global perspective of another culture which in turn can help develop an appreciation for others and a greater understanding and appreciation of our own culture. Whilst it may not be possible for everyone to go away every year and experience a cultural immersion, (although you could charter an A380), it should however, be part of an integrated Yr 7-12 curriculum. The long-term educational benefit for students and the development of global citizenship would be profoundly impacted on in such a positive way.
Having written about two major human risk factors involved with any outdoor program, the expert blind spot and the idiot blind spot, I thought it worth talking more about risk management training.
Despite the attention to risk management forms, this is one area which is seriously lacking in schools today and is unlikely to ever be covered by any education degree. However, as experiential education and outside of classroom learning expands, the need for risk management training will become critical to any uni course. However, this doesn’t mean that it will find its way into the curriculum at any point.
Unless you’re an outdoor ed person, for most teachers the first time they encounter risk management is when they’re taking a group of students away for the very first time. With puzzled looks, they ask someone else what to do. The equally uncertain colleague says something like, “Oh! I’ve gotta fill in a bunch of paperwork.”
It’s more often than not the blind leading the blind and one poor practice is followed by another, with the end result being that people think they’re doing the right thing, when they’re not even aware of most risks involved in a program, nor how to eliminate, mitigate or accept the risks.
Without any training, a school or organisation can stumble through, reliant mainly on luck for the success of their programs. This is never a good approach, since unless you’re a Marvel superhero, luck tends not to be a terribly effective way of managing risk. Instead, you need to build systems that are reliable, trackable and continuously reviewed. Risk management is a culture within your organisation and not a stand alone document that gathers dust until the lawyers and coroner want to take a look. Without a culture of risk management, then your organisation is leaving itself open to poor planning and potential operational disasters.
Swift Water Rescue Training
How do you avoid this? As with everything else you want to improve in, do some training! Learn to what risks you’re exposing staff and students. Learn how to effectively plan and implement good risk management systems and build a culture of risk managers. Also learn how to respond when things don’t go to plan. I’ve seen far too many teachers over the years start to fall apart when things don’t go to plan. Instead, train and practice for the worst case scenarios, to ensure you’re ready to deal with any scenario.
The more teachers take students outside the classroom, the more critical it is to be trained in proper risk management. You can’t rely on a third party provider to do everything. Despite what many people may think, you can’t subcontract your risk out to someone else. Therefore, to protect you, your staff and students, get trained in risk management, which incidentally our partner company Xcursion runs. Everything from basic risk management for new staff, to senior management programs to organisation-wide training can and should be covered. Pleading ignorance is no defence in court, so it’s not worth the risk of not understanding risk management.
One of the most interesting tours I’ve ever been on was in Vienna at the Schönnbrunn, which is a stunning palace made up of 1441 rooms! Built between the 16th & 17th century and further improved upon in the 18th century to its current standard and design, by Maria Theresa, who was given the estate as a wedding gift, which I’m sure would’ve been a nice surprise. This is one of the most magnificent palaces in the world and is World Heritage Listed. It remains the property of the Austrian people. However, it’s had a fascinating history of splendour, grandeur, victory and success, sadly contrasted with conflict, conquest, decline, depression and death.
Stepping into the grounds of the palace, I was immediately impressed by its sheer size and magnitude. I can imagine in its heyday, anyone riding into the city from the countryside would have been blown away by it. However, it’s not until you step inside that you get the true sense of just how magnificent it really is. The high fresco ceilings, intricate gold leafed embossed paneling, grand furnishings and sumptuous artwork, makes you feel somewhat insignificant in comparison with what has gone on within its walls.
When you add in the fact that Maria Theresa was the mother of Marie Antoinette (who most famously suggested the French to eat cake, before losing her head in a disagreement with some poorly dressed commoners wearing silly hats over the said comment), you start to see how important the business of the palace was to the political landscape of Renaissance and post Renaissance Europe. The palace was even suitably grand enough for Napoleon, who commandeered it and took up residence in 1805 when he captured Vienna. It was an ideal location for a visiting tyrant, as it has a very attractive backyard in which you could accommodate an entire army, right next to the zoo.
Palmenhaus Schönbrunn, A 128-Meter-Long Greenhouse
However, it wasn’t just the site of political power, diplomacy and a pleasant weekender for the invading French army. It was a central hub of the arts, music and culture, with Mozart playing his first ever concert here at the age of 5! “If the walls could talk,” has never been a more appropriate term uttered for a grand building that’s seen hundreds of years of fun, excitement, glamorous parties filled with ballroom dancing, as well as forced marriages, intrigue, poisonings, suicides, hostile occupations, declarations of war and finally capitulation after years of bloody conflict in the Great War that saw a family destroyed, an empire collapse, millions killed and the world changed forever.
The Schönbrunn Palace Park Is A UNESCO World Heritage Site
When we visit a palace such as Shönnbrunn, or Versailles, we can often romanticise what it would have been like living with everything. The land, the grandeur, the wealth, the armies, the servants, the parties, the decadence! The strolls through the gardens, the visiting envoys bringing gifts you don’t really need, the polite yet saucy lovers and the luxury to do whatever you wanted to do. Sounds wonderful right? Unfortunately however, the reality was quite different. Austria was on the frontier to the Middle East and the threat from the Turks was ever present. After the reformation, Austria was one of the few European countries that remained Catholic, which was yet another source of conflict within the Central European States. Suddenly the money, the palace, the fast sport carriage and the decadent parties feel a little less attractive when you have to deal with all the intrigue, wars, death, destruction and lots of people wanting to kill you all the time.
Despite these constant threats, Austria prospered and became an extremely powerful empire. Having gained control over Hungary, Tuscany and a few bits of Romania, Serbia, Ukraine, Czech areas, Slovakia, Croatia and a bit of Poland for good measure. The empire was the third largest power in Europe by population and was an economic powerhouse. However, having everything was ultimately a poison challis for Emperor Franz Joseph I who was emperor from 1848 to 1916. During his reign, despite his best efforts, the empire started to decline. Plagued by ethnic problems, assassination attempts, economic strains and ultimately the Great War, Franz Joseph remained a diligent leader to the end. With the assassination of his nephew, Archduke Franz Ferdinand, being the catalyst for WWI, this was just another devastating event in what can only be described as a tragic life. Franz Joseph died in 1916 from pneumonia and although he was succeeded by Charles I, this reign was short-lived when Austria lost the war in 1918. Charles also died from pneumonia four years later in 1922 at the age of 34.
When you look at the history of such a magnificent palace, the Schönnbrunn, you only have to scrape away the thin veneer of wealth to see how fickle and empty life can be when you supposedly have everything.
In today’s world of endless consumption, marketing and imagery targeted at people for the desire to have it all, we must be mindful of the fact that having everything can come at a very heavy price. Power, wealth and material goods whilst on the surface look wonderful, scratch that surface and it can reveal that it’s nothing more than the same thin veneer covering another deeply unhappy and flawed core. Why in an age where we can have more than we’ve ever been able to have before, are mental health issues such as anxiety, body image and depression on the rise? It’s because our relationships are what is fulfilling in life and not all the stuff and power over others we can amass for ourselves. Vienna and its palaces are truly stunning, as are many throughout the world, but it’s always worth looking a little deeper at the true cost of those palaces and the lives lived within them.
As soon as you read the title of this article, you either thought ‘hmmm how interesting’, or ‘wow this is going to be boring…’
One of my frustrations as an outdoor ed teacher and director has always been the quality and timelines of incident reports. They’re often too brief, fail to mention important details and arrive days after the event through a great deal of chasing! Sound familiar?
This comes down to a few things, which include the level of training and experience staff have had in responding to incidents and injuries, the culture within the organisation and the type of reporting methodology being used.
Training is an interesting one, as first aid training doesn’t usually cover the how and why you should do an incident report. Some of them do, but often it’s fairly basic training to call emergency services and let them handle things from there. However, if you’re responsible for students, you’d know that’s quite impossible from a practical point of view. More often than not, it’s not even a case of calling emergency services. It’s more about handling the situation at hand yourself. Therefore, some level of training is needed around what you should be putting in a report. Details such as time, location, circumstances, supervision, weather and others involved all become important to the equation. So if you haven’t read up or done anything around reporting, it’s definitely time to do that.
The second area is culture. Is there an expectation that you need to report? If not, I’d be concerned about the organisation. Legally, in Australia and most likely all other counties, you need to report any injuries or incidents as you have a duty of care within your organisation. Having said that, I’ve worked for places in the past that had a very casual approach to this, until something happened. Then it was a major drama, chasing reports and asking all the wrong questions way after the fact. Hence there needs to be a culture of reporting. Even if something were a near-miss. where no injury occurred, but could have been potentially catastrophic, you need to report it! I can’t stress this enough. There’s so much value that can be gained by reviewing near misses and incidents to develop better systems and practices for your organisation.
The last area is methodology. The harder it is for staff to do an incident report, the less likely you are to get one. Interestingly enough, this occurs at all levels of an organisation and just because someone is a manager, doesn’t mean they’re more likely to report. In fact, it’s the opposite. They’re less likely to report incidents which occur, maybe because they think ‘they’re in charge’ and don’t need to, or more likely, they address the issue and end up too busy with other things and forget about it. When nobody is chasing them the same way they chase others, then you can see why there’s an increased likelihood they won’t report something. This then feeds straight back into the cultural issue and has an overall negative impact on the organisation and its risk and reporting profile. This can end up with things just ‘slipping through the cracks’ to the point that the organisation suffers a major incident.
So basically from that, make it easy for yourself and everyone in the organisation to do a report. It was this arduous and cumbersome reporting process at one school I worked for which led me to designing and building the Xcursion platform. Basically, I had to solve my own problem to try and help what was in my opinion a dangerous and dysfunctional organisation get up to speed with its reporting. As a result, teachers could then have fast and secure access to student info and complete an incident report on their mobile which was sent back to school as soon as they hit the complete button.
Making this process easy for staff, not only massively improved the speed of reporting, but it steeled teachers through exactly what they needed to report. Consequently, this made a huge difference to the organisation’s attention to incident and injury reporting and helped to start building the culture of risk management which was so desperately needed.
Ask yourself, ‘How does your organisation look in terms of incident reporting? Is it easy and timely to do, or is it a time consuming pain? Is there an expectation that everyone reports incidents and near misses alike? Does everyone feel confident in the training they have to identify, manage and report on incidents as they happen?’
If you’re not confident of your response, then maybe it’s time for some staff training and new systems to be put in place to ensure that you are.
Waitangi in New Zealand is the birthplace of the nation! Visiting the scenic outlook in the Bay of Islands, you can’t help but be impressed by the place in which the signing of two completely different treaties was done, thus creating a united nation, that was about to become bitterly divided.
Wandering around the grounds and listening to the stories of this historic place, I felt a mix of emotions. Despite the tour guide calling Australians convicts and claiming that we copied their flag, which is obviously not true, because ours is clearly more original than theirs. However, that wasn’t the reason for my mixed emotions. Our guide gave an informative and what I thought was a balanced account of what was essentially a good way to unite a nation, that went terribly wrong. The good intentions of the tribal chiefs was certainly not reciprocated by the English, as they vied for control of every piece of land on which they could get their hands, so that the French, Dutch and the Spanish couldn’t.
New Zealand was another potential colony that was resource rich and another spot in the Pacific over which Britannia could rule some more waves. Australia has far more beaches and better surf than New Zealand. Despite having dodgy surf, beaches and hobbits, New Zealand remained an important piece of land for Britain which was at the time in the midst of various wars and skirmishes with almost all the other European powers in an attempt at securing land, resources and trade routes throughout the world.
It was also a time when a private company (The East India Company) found itself in charge of an army and running a nation. To say that colonial powers lacked a moral compass would be an understatement. However, this is not about dwelling on the past. It’s understanding it and putting the past into context with what has happened since. For years, Maori people were subjugated. However, they believed so strongly in the version of the treaty they signed, not the English version, they continued to fight for its fair and equatable application in law.
The Treaty House
The English being English, instead thought their version of the treaty was correct, which nobody in fact had signed other than the English themselves. Today that would be legally considered an unenforceable contract. However, when you have an enormous navy and a standing army with lots of muskets and cannons, it’s fairly hard to argue against that.
The end result was essentially a civil war between the Maori tribes and the English settlers that dragged on. However, the sheer size of the English forces eventually overwhelmed the Maoris and they had to seek alternate and more peaceful and political means of the proper application of their treaty. This came in the form of Maori representation in the New Zealand parliament and continued to build momentum over the next 100 years and remains a strength of their system of government today. Protests and a huge political protest walk from the north to the south of the island was also instrumental in improving the rights of the Maoris which had been lost through a version of a treaty to which they never agreed.
In the 1840s, Waitangi was also the largest trading port and commercial hub of New Zealand. With the signing of the treaty, this all moved to a new capital, in Auckland, which for the local area was devastating. However, the long term benefit for the Bay of Islands has been enormous. It’s preserved the natural beauty of the area and protected the land and waters from the impact that a major city such as Auckland has. The Waitangi site also fell into ruins, however, was bought by Lord Bledisloe who then donated it back to the New Zealand Government in perpetuity. This also preserved the site and the original house was restored and the accompanying Maori house, which uniquely faces south was turned into a place of living history.
To gain an understanding of the early Maori and European experience in New Zealand and why New Zealand is what it is as a nation today, the Waitangi Treaty Grounds are a must if you’re visiting the North. It was a remarkable experience and I met wonderful and friendly people.
I did a Q&A interview a while ago for an educational publication, so thought I’d put a bit of it up here as a summary of a few of my thoughts and experiences in Outdoor Ed and hopefully help shape a few ideas for the year ahead!
Q1. Why did you become an Outdoor Ed teacher?
Ironically, I became an outdoor ed teacher more by accident than anything else, but in the end it all made sense and was a perfect fit for me. I’d been involved in lots of camps when I was at school myself and really enjoyed the different experiences. However, when I finished my degree in History, I was working part time across three different jobs. A full-time position came up in Kangaroo Valley at Glengarry (Scots College’s outdoor campus). I was in the area at the time anyway and they needed someone who could teach history. The job combined both academic classes and outdoor education. Mentored by an excellent teacher, I learnt most of the outdoor skills on the job and subsequently completed by Cert IV in Outdoor Rec. Looking back on motivation though, I’ve always had that drive to learn new skills and learn by doing. That’s why it was such a natural fit. I found being in a classroom all the time teaching academic lessons didn’t feel right, whereas the experiential learning style of outdoor education suddenly opened up a world of opportunities to teach important problem solving, teamwork and leadership skills that could be beneficial to students throughout their life-time and not just help them get through an exam.
Q2. Why do you think Outdoor Ed is so important to students? What benefits have you seen?
Outdoor education is vital for the modernisation of our education system and provides massive social, emotional and academic benefits for students. It’s often just seen as this ‘fun’ part of education that’s disconnected from everything else. If done poorly, then it absolutely is! However, if outdoor ed programs are being run properly, they build strength, maturity and leadership within a school that’s not otherwise possible. In broad terms, the core principles of outdoor education are problem solving, risk taking, adaptability, teamwork and leadership. If you’re developing these key skills in students right across the year levels, this helps all other aspects of your students’ learning and sets them up with important life skills. This is becoming increasingly important as technology has negatively impacted on our children’s ability to problem solve and manage situations in which there’s no instant answer. We risk the situation now that technology will leverage and shape the next generation’s behaviours and emotional states to their detriment, rather than our next generation leveraging and shaping technology for their benefit. I believe if students have a strong and confident grounding in the ‘real-world,’ they can shape an increasingly digital world in a positive and pro-active way.
Whilst I’ve seen many students grow in confidence, face fears and develop friendships they would have otherwise not made, one powerful experience that’s stuck in my mind was when we were out in Bungonia Caves in the Southern Highlands of NSW. We had ventured through a number of caves that day. However, the most challenging one, was the shortest one. Taking the group down into the cave, we gathered in a small area at the bottom. Here I briefed the students on the challenge ahead of them. We had to work together to get out of the cave, however, we had to do it without our head torches!
You can imagine the gasps of horror from the students as they realised they had to make their way out in darkness, by which I mean total darkness! There were no luminescent glow worms to help them out. You couldn’t even see your hand in front of your face, which is hard to describe, but even when you’ve been in there before, the experience is unsettling. The only way out was to shuffle along a cramped passageway on your stomach, whilst holding onto the person in front of you.
This is a confronting exercise, yet one that can produce some powerful learning outcomes. It’s got nothing to do with the cave itself. That just provides the situation and framework for the activity. It’s about how the group works together to solve the problem of being robbed of one of their most important senses. It’s vitally important though that an activity like this is debriefed afterward, by which I mean each person in the group has the opportunity to share their feelings with the group and reflect on the experience. It’s through an effective debrief process such as this that the majority of the learning in outdoor education occurs.
When we finally emerged from the cave and debriefed the challenge, one student, who was afraid of the dark and had been extremely anxious to begin with said, “I could feel my friend holding my hand and he didn’t let go. He kept talking to me the whole time and I knew I'd be ok.” This then led into a wider discussion about the importance of looking after each other and how simple actions can make a huge difference to the life and experience of someone else.
You never know what to expect when reflecting on an activity, but the bottom line is that it’s a must for each and every program you’re running. It’s through this sort of reflection, that students, as well as teachers, are able to learn the most. This learning can have long-term ramifications for students facing all sorts of other fears. It helps them build confidence, strengthen friendships, and ultimately develop the critically important resilience everyone’s talking about in education today.
Q3. Do you think building resilience through outdoor education helps students who are affected by bullying?
Outdoor education also helps students deal with issues of bullying. On the one hand, students who have experienced bullying have a great opportunity to face their own fears, push the boundaries of their comfort zones and develop confidence in a supportive learning environment that’s totally focussed on building positive relationships. I’ve seen some wonderful turn-arounds over the years where students have been disengaged and fearful of group experiences, but, through the right peer support and mentoring, have re-gained their confidence despite previous experiences.
The flip side of this is that if you have an effective outdoor education program designed to foster positive supportive relationships, this ultimately filters back into the culture of your school to create a safe supportive environment in which bullying becomes totally unacceptable. Having experienced a terrible culture of bullying at the school I went to myself, this has always been one of my key drivers in education. If we as teachers, are creating safe, supportive places for all students, this translates into far better academic, sporting and cultural outcomes for each and every student.
Q4. What kind of training would you recommend to teachers wanting to teach outdoor ed?
From a hard skills point of view, you need the minimum of a Cert IV
in Outdoor Recreation to be an instructor. This covers your technical skills in roping, paddling, riding, skiing etc and helps you in operational group management. I’d also recommend you train and practice Wilderness First Aid and get yourself a bus licence. If possible, do a NOLS (National Outdoor Leadership School) course in risk management. This is an American organisation. However, they’re standout leaders in outdoor education training and this would be hugely beneficial for you as an outdoor professional.
In addition to these activity-based skills, if you’re going to be a truly effective outdoor ed teacher, then you need get a job somewhere other than a school, do some travelling and gain some real life experiences. The work outside a school doesn’t mean working with an outdoor ed company either. It means a job as a waiter, in retail, in a workshop or some sort of job in a completely different industry.
Even though this might sound odd on the surface, no matter what activity you’re doing, (hiking, kayaking, canoeing, etc) your main role as an outdoor ed teacher is going to be reflective learning to develop life skills, adaptability, teamwork and leadership with your students. Since you’re working on such an emotional level, you need to be authentic in everything you’re saying and doing. You can’t be teaching students to be adaptable and resilient in the real world, unless you’ve experienced some of that world yourself. Being genuine and authentic with students is critical to your success as a teacher in this field. There have been a number of times where I’ve taken a break from teaching and worked in business, retail and hospitality. As a result, I’ve found myself looking at the world in very different ways and these non-teaching experiences have helped me to become far more reflective on my own teaching practices and helped me to continuously improve on them.
Q5. Do you have any advice for prospective and current Outdoor Ed teachers?
One of the biggest challenges for outdoor education teachers is to relinquish control and let students take ownership over their outdoor experiences. I will qualify this though, as you still need to consider the age and maturity level of the group. However, to be an effective outdoor ed teacher, your ideal role, especially in an extended journey- based program is to sit back and be the safety backup, only stepping to do something if you foresee elevated levels of risk or safety issues that need to be actively managed. Otherwise, let your students take the lead. Let them take ownership of their experience.
What's the point of spending time and energy setting up an outdoor ed program aimed at building leadership, teamwork and initiative, then subsequently provide no opportunities for students to actually take responsibility for any of this themselves?
So often, I see teachers ‘run’ programs, in that they take the students out, plan for them, navigate for them, constantly give instructions on how to do everything and determine the whole schedule for each and every day. For teachers, to give up the reigns and allow students to be challenged, experience new things and grow from this, might feel awkward and difficult at first. However, if you don’t allow this to happen, then you’re wasting some fantastic educational opportunities.
You need to stand back and let your students to take on the risks of leadership, decision making and self-management and allow them to have the chance to shine and the chance to fail! They're going to learn far more from this than they ever will if you were to jump in and stop them before they fail. All you need to do is frame an effective debrief if they aren’t successful, to create a great learning opportunity from this. Conversely, when they show initiative and leadership, use this to extend and challenge your students. You will be amazed the difference this makes.
Q6. What achievement are you most proud of being a teacher?
For me, there’s really not a single achievement of which I'm most proud. Instead there are lots of small moments that turned out to be extremely important moments for the students I was teaching. I think this is what makes me really proud to be a teacher and love the work I do in outdoor education. When you see one of your students overcoming fears or succeeding in something they’ve constantly told themselves they can't do, it's an amazing feeling. I think of the boy who overcame his fear of the dark in the cave, or another student who was able to swim at the beach after overcoming his fear of the ocean. These are the things which make teaching amazing. It’s not the big headline results of a standardised test. It’s all the little moments that have a lasting impact on a student’s confidence and helps to build the strength in who they are and what they can do life.