Being a teenager has always been hard. You’re no longer a kid, but not yet an adult. Suddenly, you’re thrust into a confusing world full of miss-matched messages and expectations. In the past, this wasn’t as big a deal as it is today, as the outside world crept in at a much slower pace.
Yet one of the enormous challenges for teenagers today is the fact that the world doesn’t creep in slowly. It’s an unmitigated, relentless attack. Children and teenagers are constantly smacked around the head with marketing, social media and masses of uninformed noise around body image, relationships and how to live life in general. Added to this, they don’t even need to leave home to be exposed to this.
As a society, our children are spending more time indoors than ever before. Whilst I won’t go into too much detail about this, the reality is that in previous generations, teenagers went out to discover and experience the world for themselves. Some would find suitable amounts of trouble to get into and learn from these experiences. However, now teenagers have the world, or a distorted version of it at least, come to them.
Teenagers spend a lot of time in their bedrooms. This has probably always been the case as part of developing a bit of independence from the family. This is nothing new nor unusual, but in the past, the most access to the outside world teenagers used to have in their bedrooms was either the window, or maybe, if they were fortunate, a TV. Apart from SBS movies and crappy late night ads, at the end of the day, most TV content remained quite filtered and so the risk of harm to a teenagers sitting in their room was pretty minimal. However, due to the seismic shift in technology, the difference now, is the fact that a teenager can sit in their room and be directly exposed to all the horrors of the world. The family home is no longer a safe haven from violence, language, sex, abuse, hatred and bullying, all of which, like Jack Nicholson in The Shining are smashing down the door.
It’s an interesting phenomenon with this generation and it’s a significant risk for this generation that goes almost unnoticed until it’s far too late. Mental health problems are sky rocketing and teenage suicide in Australia remains at ridiculous levels. In my working in outdoor education, I’ve found an increasing lack of resilience of both boys and girls. As soon as something doesn’t have a quick answer or an easy solution, they go to pieces and either give up or start trying to blame others for their failures. This is a massive problem, because if they can’t do simple tasks, if they can’t complete simple challenges, what happens when they’re faced with a massive challenge with a massive problem? They’ll be unable to cope and totally and utterly fall apart.
This lack of resilience and mental strength all starts at home and is manifesting itself in the kid’s bedroom. To help avoid this, ask yourself a few simple questions. How are your kid’s bedroom setup? Do they have a smart device? Do they have a laptop, or desktop computer in their room? Are you running a content filter? Do you know how your content filter works? Do your kids know how a content filter works and how to bypass it? What supervision do you provide around devices? Do you set limits to time spent on devices and social media? Do you even allow them to be on social media? Can you have open and honest discussions about these issues?
The problem is, with too much screen time and no filters or supervision, children and teenagers can be exposed to a brutal soulless adult world that can cause long-lasting harm. Software on mobile devices is intentionally designed to be addictive and manipulate behaviour. Would you let one of these 20-something internet CEOs into your house to hang out with your kids? No! That would be creepy, but that’s basically what is being allowed when kids are able to spend endless time on addictive devices. This messes with the natural chemical balance in the brain and can ultimately result in long-term behaviour and emotional problems.
In the past, for a teenager to be exposed to the outside adult world, they’d have to physically leave home, go downtown, possibly to a shady less than reputable place to be exposed to all sorts of things to which you don’t want your teenagers exposed. Now, they can be exposed to all of this from the comfort of their own room and you might have no idea that anything is wrong.
There’s been this massive shift in the last fifteen years where you have gone from a society in which it was very hard to connect with people, but easy to speak with those you met, to now where it’s really easy to connect with people, but it’s becoming increasingly difficult to connect with real people. That’s a massive cultural shift within a really short space of time. The result of which is that it’s exposed the next generation to a whole host of problems that weren’t there before. With any significant seismic shift, it takes a long time for people to catch up. If you look at education for example, many schools are still trying to come to terms with the fact that what you could do and call education in the 18th century, just doesn’t work these days.
However, despite this, with all the massive problems, there are massive opportunities. Once you’re aware of the concerns, it’s easy to start to do something about them. Unfortunately, the massive opportunities to deal with these problems aren’t being addressed and so a lot of educational institutions, a lot of parents are still struggling to catch up after they’ve finally realised the world has suddenly changed.
One of the big roadblocks is a parent’s fear of missing out! (FOMO) ‘My child has to have everything that everybody else has otherwise, they’ll miss out on the opportunity... Usually the idea of having everything is about material goods and nothing to do with experiences. The reality is that the more parents freely give stuff to their children, despite the short-term fix this may appear to have, the more likely their children are to really miss out in the future, because they’re socially and emotionally unable to cope with real life and the rapid change that is the reality of the world today.
This FOMO has led to droves of parents buying mobile phones for their children, allowing them to become hooked on a highly addictive device and potentially exposing their kids to this massive dangerous world that is totally and utterly unfiltered and soulless. It’s a world into which the teenage mind that doesn’t understand risk, can throw itself in the search of meaning and fulfilment, only to find emptiness and loneliness.
Teenagers will find themselves connected with hundreds if not thousands of ‘friends.’ Sadly, the reality is that most of these friends are as real as the tooth fairy, but the more friends or like you have, seems to equate to a higher status or feeling of fulfilment. However, anyone can get friends and likes. You can even buy tens of thousands of followers on Instagram from Russia. None of them are real, but I’m sure it would give you a nice ego boost for ten minutes to have that.
Our next generation is desperately searching for real meaning in their lives, yet the irony is that they’re doing it through one of the most shallow, hollow mechanisms possible. They’ve been programmed to need fast actions and fast reactions and, as a result, they want instant gratification. No wonder we’re facing a tidal wave of mental health issues when we have a generation growing up, getting given everything and sitting in their bedrooms exposed to a soulless digital world.
Parents who are using devices as pseudo babysitters, are only reinforcing the false expectation of a world where happiness and relationships are simply a swipe away. Whilst so many parents have been focusing on their FOMO for their kid’s materialistic possessions, they’ve totally missed out on the emotional needs of their kids.
Despite the amazing improvements technology has provided us, enabling everyone to have the answer to just about everything at their fingertips and watch endless movies of cats falling off tables, the downside is the fact that we’ve created an enormous social and emotional millstone for the next generation and unwittingly hung it around their necks.
It’s time we took stock of this, both at home and at school and look at exactly how these addictive devices are impacting on the health and well-being of a generation. The problem however, is not in the device or technology itself. The problem is the disconnect between appropriate parental supervision and real world experiences for children that can enable them to leverage technology as a tool and not let technology leverage them as a consumer.
Recently, a Victorian primary school placed a ban on students bringing balls to play with in the playground, citing an increase of injuries as the reason. Whilst I’m sure this isn't the first to ban balls, it's an idiotic and irrational decision to say the least. In terms of managing risk, unfortunately, it’s a sad reflection on a complete lack of understanding of the complexity of education, the need for students to understand risk and take reasonable risks to help them to understand how to actually assess and manage risk.
To put a blanket ban on something such as balls, robs students of some great social play activities. So instead of playing handball, cricket, basketball, soccer or dodge ball, instead bored students look for other less sociable pursuits. Having worked in a number of boarding schools, I’ve seen first hand what can happen when bored students start trying to find their own things to do to entertain themselves. It tends to result in far less social behaviour and can result in bullying to develop purely out of boredom.
Consequently, you can stop everyone from doing everything for their ‘own safety’, but you’re likely to create bigger problems than that of balls and a few minor injuries which are just part of life’s knocks and scrapes and are extremely healthy for children to have. Having said that, too many blows to the head with a football might need checking out.
The reality is that life’s not free of risks and trying to ‘eliminate’ any form of risk possible within the school environment is ludicrous and only setting students up for more significant failure in the future. Whatever the mistaken belief is for something such as a ball ban at school, it’s counter to any basic educational principles and is failing the students it’s supposedly designed to be ‘protecting.’
The world can sometimes go crazy when it comes to supposedly ‘managing’ risks. Often it’s a knee jerk reaction to an incident that doesn’t take into consideration other longer-term factors or specific incident circumstances. If you end up with a pattern of injures for whatever the activity is, then review it, but look for other options outside of blanket bans. What level of supervision was being provided? What level of first aid training and experience do staff have? Is it one ball activity in particular or everything? Did a teacher get hit with a ball by accident and has now had an hysterical meltdown? Yes things like this do happen. One place I worked had a ban on playing on the grass, because they wanted the place to ‘look nice’, which was never going to happen cause it was built on a misquote infested swamp, but anyway, the ban led to it becoming impossible to adequately supervise students with the staff we had and led to more problems and injuries because the boys spent the whole time spread out over a campus rumbling with each other. This was pure idiocy in my opinion!
Before someone throws a blanket ban out there on something fun, sociable and educational with the mistaken belief that they’re ‘saving’ everyone from themselves, then they should consider the wider implications and the potentially far greater negative impact that their decision will have on students. Managing risk is not about banning things. It’s about weighing up a series of competing factors which include the educational value of the activity, the risk of allowing the activity to occur and how it is to be supervised, as well as the risk of taking the experience away from students. Often people mistake the management of risk with their idea that they must stop everything from possibly ever happening to anyone. That’s just pure idiocy and something which fails to take into consideration how children learn from their playtime experiences and how keeping children actively engaged in an activity they love doing, will help build confidence, skills and social skills.
Before the fun police get away with banning the next cool activity at school, remember, ‘If you can dodge a spanner, you can dodge a dodge ball!’
Whilst some may think outdoor ed and technology don’t go hand in hand, I would beg to differ on this. I might be somewhat biased having developed my own app (Xcursion) for helping manage student medications, allergies, concussions, medical issues and reporting incidents. However, it’s proven to be an amazing support for when I have a group out in the field with me. It’s saved huge amounts of time, energy and effort, but has also helped me to focus on what’s needed and filter out a lot of what’s not! Consequently, for me, this is now just one of the pieces of technology I use as a force multiplier in setting up and running programs.
What exactly do I mean by force multiplier? This is a term I learnt at uni when I was studying defence. It’s basically a tool, communications equipment or anything that you can leverage to gain a much greater impact versus the size of your force.
Despite my many concerns about the use of technology today and the potential dangers it’s brought to people’s ability to adapt and problem solve, that’s by no means a reason not to use great technology. If you already possess skills which enable you to be adaptable when needed, then you’re in the ideal position to use all sorts of technology as force multipliers to help you do your job more effectively, safely and efficiently.
Apart from my own invention of the Xcursion app for permission notes, student medicals and pastoral needs, what else have I found useful for running outdoor ed programs?
For one, a solid project management system is needed. For most programs, you’re repeating expeditions and need to follow the same structured system each time to make it happen. I use Basecamp by 37 Signals for this. It’s easy to use, you don’t need a lot of project management expertise or experience to get it going. It’s great from an organisational point of view as you can run multiple projects with different people added to each project so you, as director, can see everything, but your group leaders or teachers only see what they need to see for each project to which they’re assigned. Best of all, you can create project templates, so once you’ve built a solid system, all you need to do next time is to create a new ‘camp’ or ‘expedition’ project from the template and all your tasks are loaded ready to be actioned.
Another system I like to use, which is more of a workflow platform, is Podio, by Citrix. You can set up all sorts of things from gear and vehicle registers, with automated reminders of when gear or vehicles needs to be checked, services or rotated. Document management systems for filing, tagging and tracking important documents as well as ordering systems, marketing and client relationship management are features. There are some pre-built systems that are available with this platform, but you can always customise this for your own needs.
This is again another way technology can be used to create better systems so you and your staff can focus on delivering the programs for the maximum educational benefit and not be focussed on a bunch of required, but essentially repetitive administrative tasks. Sadly, I’ve worked with many people who get needlessly bogged down in all the administrative tasks and have had no idea what’s really important.
The other advantage of using technology as a force multiplier, is the fact that it can draw out and highlight key information that can often get lost the mass of data that gets thrown at us. I don’t want to waste ten minutes trawling through files for a key piece of critical information when I can have a system in place so that important piece of data is always at my finger tips.
Things such as GPS tracking, Sat Phones and EPERBs are all part of an essential technology tool kit for running effective programs where you can respond quickly and effectively with limited resources.
As teachers, it’s vitally important that the focus is always on the educational experiences that can be had. Sure, there’s lots to get done in the background to safely setup and run each of the educational experiences, but through leveraging technology, setting up and running some amazing and memorable experiences is now easier than ever before. If you don’t have systems in place to do this, then it’s time to make sure you get them up and running right now.
Having worked in the snow sports’ industry for many years, both in Australia and overseas, I love being up in the mountains. It’s a great place for students to have a unique, challenging and rewarding experience doing something very different from their regular schooling.
However, with every trip away there are some significant issues you and your staff need to be aware of. Here’s a few great resources to help get you started on your trip planning!
General Snow Safety www.snowsafe.org.au/
Ski Resort Info
Thredbo - https://www.thredbo.com.au/schools/
Perisher - https://www.perisher.com.au/plan-your-trip/groups/2019-school-groups
Falls Creek - https://www.fallscreek.com.au/schoolgroups/
Mt Hotham - https://www.mthotham.com.au/discover/more-options/groups/hotham-school-tertiary-groups
Mt Buller - https://www.mtbuller.com.au/Winter/plan-your-visit/schools-and-groups
Happy Skiing! I hope you have a great season!
Some of you might have noticed that we’ve deleted our Facebook page and I’ve deleted my Facebook account. Whilst I don’t want to make a big deal about it, it was well and truly time for it to go.
Whilst for many younger people, it’s a toxic waste dump that’s messing with their emotions and proven to have been attempting to manipulate their behaviour, I just found it such a waste of time and morally questionable given the countless breaches of trust, privacy and the way in which extremists of all types have gotten away with spreading their hate on this global platform.
So instead of being one of those pointless user-metrics on Facebook, the business is no longer there and nor am I. The feeling of relief and the time I’ve got back is great and it’s made such a difference to the quality of my attention span and life.
Who will miss me online? Mainly advertiser and marketing professionals who will surely be crying themselves to sleep now due to this decision. I just hope they can get the help they need to be able to move on from this.
I also deleted my Twitter account, as it was mostly just a lot of people yelling at each other and nobody really listens to any of it. How can you? You need an AI bot to get through all the crap and I think the AI will self-destruct to avoid the boredom of it. Having said that, it’s a great place to make up and randomly change national policy directions and go on random international relations rants, therefore we’ll keep the business account open so we can continue to tell North Korea and the rest of the world what we think of them.
It’s great to be able to digitally detox and not just for a short time. You quickly realise that life is far more interesting in person than it is filtered through a device. So why not disconnect today, then you can reconnect with something a bit more real.
On a visit to the US I took some time out to go skiing in Park City. It's a fantastic resort and an awesome historic township. It now even has an Australian run café, which meant I could have a decent coffee (all the important things being from Australia). I’d prepared myself to go a month without decent coffee, reliant on bitter or burnt espressos as a backup plan. I was however, pleasantly surprised to find myself standing in front of a recognisable Australian business and safely drinking a good cup of coffee.
Despite this extremely important tangent, what follows has nothing to do with coffee. It was early in the morning on a crisp crystal clear day over on the Canyons side of the resort. I was skiing past the ski school when a sign caught my attention, “Please, No Parents In The Learning Area!”
I laughed, as I knew exactly why there was a need for something like this the moment I saw it. Whilst it's very important for parents to be involved in their child’s education, there's a right way to go about it and a wrong way to go about it. More often than not, parents, generally through a lack of understanding go about things the wrong way and many of them constantly insert themselves into situations where they should just stand back and allow others to teach.
From what I’ve seen over my years of involvement with education, Helicopter & Tiger parents, need to relax, find themselves a hobby that doesn’t involve them living vicariously through their children. Whilst the underlying belief these parents have is that they’re ‘helping’ and making sure they get the ‘best’ for the child, the reality is that they’re doing more harm than good and wasting their own life and opportunities at the same time.
It’s probably easier to remove the salt from the ocean than it is to remove the helicopter from the parent, but seriously, they need to back off and let their kids breathe and experience a few things in life for themselves. This doesn’t mean that everything should be done at arms’ length, but I can understand the need for the sign as over-involvement of parents can be just as bad, or even worse than under-parenting.
I realise it is a challenging balance, but if you look at it from a work point of view, how would everyone feel if someone went from department to department telling everyone how their job should be done. From marketing, to finance and the janitorial services how would everyone feel if your clients hung around giving instructions on how their work should be done? It wouldn’t be long before security was called and the person was ejected from the building.
I would have thought the whole point of taking your kids to ski school is so that you could ski somewhere awesome yourself. Hanging around offering suggestions or taking photos would be the last thing on my mind. I would have ditched the kids and headed up the closest double black only lift. Ski school and school in general is a great sort of child minding service, which hopefully employs talented instructors and teachers who will be able to care for your children and teach them something far more effectively than you can. This, of course, eventually pays off later on, as you’ll be able to ski with your kids, until they get way better than you and then leave you for dead, suggesting perhaps you should go and have some lessons.
However, from this the most important thing is that sometimes parents need to be able to step away from a situation and allow their children to be taught by others. If they’re not prepared to do that, then why not teach them everything they need to know themselves? This would seem to be preferable for many parents, until they realise the reality of how much time, energy, experience and effort goes into teaching others.
At some point, parents must let go and if they haven’t by high-school years, then the damage they’re going to do over the proceeding years is significant. Again this doesn’t mean parents should have no involvement, but appropriate experiences should be looked for where that increasing independence can be gained. Some effective programs I’ve worked on have been medium and long-stay residential programs, in which there was little choice for those helicopter parents but to stay away. If medium and long stay programs aren’t an option for your school, then perhaps erecting a barrier near the entrance is the next best option. At the end of the day, it will enable students to have a far better educational experience than the endless hovering could ever provide.
For me, as I said, I’d just leave them at the ski school and allow them to try new things, slip, fall and get back up again all by themselves. It’s the learning through these experiences that make the best skiers and the snowboarders, not the manic parenting and suggestions from the side. Perhaps, as in Park City, a giant sign is just what’s needed for all of our programs to remind parents of the fact that it’s time to let go a bit and let their kids do something a bit ‘risky’ for themselves.
In a country of around 200 Million people, Japan is a country which uses just about every piece of space possible. From its cube room hotels which are nothing more than a coffin like space in which to sleep, to their agricultural lands which are found in amongst villages and on the periphery of gigantic mega cities, almost every piece of land is used thoughtfully and carefully.
Whilst it’s a necessity given its large sprawling cities and limited land mass, the careful and thoughtful use of space dates far back before mass urbanisation. If Australians could be collectively referred to as ‘laid back’, the French ‘arrogant’ and then Germans ‘blunt’, the Japanese could only be referred to as ‘organised.’
Despite sprawling mega cities being as ugly as a Boxing Day shopping spree with stilettos to boot, step inside a Japanese house, shop or any other building and the transformation is stark. From here you can see that organisation goes into everything Japanese.
Japanese Use Of Space In Architecture
From the way that traditional buildings are designed to the amazing landscaping of Japanese gardens, there’s something relaxing and enjoyable about such order. Now this might be your personal version of hell if you’re an Eastern European Anarchist, but thankfully, not too many of our readers are. Order and organisation seem to go hand in hand with well-being and there is something some find fascinating about that.
Exquisite Japanese Gardens
Food is another example of the lengths to which the Japanese go to to use space thoughtfully and effectively. In western countries, we’re used to having a meal on a plate with everything heaped on top. However, in Japan, everything has its own bowl, plate, or small dish and fits neatly into the table, or even if travelling, in a bento box.
'Oishii' Means Delicious In Japanese
An interesting thing I started to notice as I travelled throughout Japan, was the use of space and the connectivity with the environment. If there’s a spare space on a city road, a pavement, an alleyway, a small piece of unoccupied land, there will be trees, plants, vegetables or flowers growing in it. What may appear to be a tiny house with a dull front entrance in the middle of a city, often opens up into a wonderful tranquil garden space which we would often not do anything with because it was too small or not worth doing.
With a land as vast as Australia, we just don’t do this and instead are quite lazy when it comes to the use of space. Whilst we can get away with it for the moment, as our population and cities continue to grow, how will we address this? Sydney is now limited in its growth outwards by the blue mountains, the Royal National Park and the water between Palm beach and the central coast, so what will our use of space be into the future? Will we just keep going higher and higher and put so many cars on the road that it’s an endless parking lot? Or will we be able to come up with a more suitable and lasting solution?
If you look at the connection between humans and natural spaces, then you start to understand the challenge for mega cities and for cities of our own into the future. When development is becoming denser due to population growth, are we going to have the same capacity for thoughtful space as the Japanese?
If we bring this back into education, how do you use space with your class? How do you organise everything in your room, or around the school? Are there natural areas with trees, plants and water features? What would be the impact if there were? When we take students out into the wildness, the mood changes, as they’re now in a different space and most people naturally respond to this.
If we can start thoughtfully building natural spaces into our schools, especially in inner city schools, maybe a little zen garden, this will help students understand the challenge that they are going to have to face in the coming years and one which Japan might have some great insights already into solving.
There’s a significant problem for kids today and that’s the fact that their generation is emotionally dislocated. There’s been a seismic shift in technology in the last fifteen years and, as a result, it’s caused significant changes to the way in which kids are growing up and the influences on their lives. Unfortunately, the pace of change has outpaced a lot of parents and schools’ ability to adapt. Often parents have used devices as makeshift babysitters and this has done immeasurable damage to their children’s abilities to think for themselves, problem-solve, develop real relationships, cope with real people and deal with complex situations. Whilst many would profess it’s all part of learning about technology, there’s a huge difference between learning about technology and being leveraged by it. Kids have now become disassociated from many important parts of society and the way in which those before us have grown up and matured into adulthood.
Now this could be a phenomenal advance in humankind, although I’m quite doubtful of that. The reality is that this dislocation is leading to long-term problems with mental health, with resilience, with the ability for a child to adapt to new circumstances and their ability to problem solve and relate to others.So many factors are involved in this social dislocation and much of it comes from overindulgence and the super reliance on technology. Therefore, how do we address this? How do we even get to the root cause of this, when so many parents are happy just to throw a device at their kids and consider it to be an acceptable method of babysitting. Job done! Parenting done!
For many ‘busy’ parents, it seems to make sense. The children aren’t making a noise and the justifications fly thick and fast. I’m busy with life. I’m busy answering emails, I’m busy with work or whatever other nonsense excuse they want to make to justify a lack of effort in being involved with their child’s life. However, for many parents in the early stages of their child’s life, it’s almost genius! I’ve thrown a device at them whether it be a laptop, a phone, a tablet or whatever and it’s keeping them occupied. Well, from one point of view, this is really handy because you can throw a device at the child and suddenly the problem is solved! No more screaming, no more ‘I’m bored!’ You can get back to sipping your latte with friends as they play with the device for hours and hours and hours and access all sorts of things that you don’t want them accessing, but because you’re too busy, sipping said latte, to provide any level or supervision, a firewall, content filters, content barriers or even a passcode on the device, they’re now interacting with an unfiltered adult world, full of marketing, phishing and bright flashing pop-ups to click on.
However, when we look at bit deeper than the general dangers of an unfiltered internet, what’s the real cost of this handy babysitting by device? One of the most obvious ones which we’re now seeing in education is that whenever kids are challenged with real world issues, this is where it all starts to fall apart. Whenever a child doesn’t get what they want, this reinforces the problem, because many kids have been indulged to the point where they have been told: ‘They’re perfect,’ or ‘they’re wonderful,’ or ‘they’re amazing!’ They can do anything they possibly want to. The world is theirs for them. Anyone who is half-intelligent and has experienced something of the world for themselves, realises this isn’t the case. Sadly, nobody’s told the students that, for fear of breaking the ‘everyone’s a winner rule’. The reality is when kids stumble, what happens? They look for somebody to blame. They look for excuses. They look for the magical, ‘Yeah, but solution’ which everyone knows does not contain a solution at all. I’ve seen this progressively building over the last ten years. The ‘Yeah, but’ approach has increased to a phenomenal level.
Previously, you still were given the ‘Yeah, but’ for many students however, the reality was it wasn’t that often and there wasn’t much behind it. Now, everything is questioned. Everything is ‘Yeah, but’ and there’s no real reason for this. It presumes that the child knows more about the world than those teaching them. In some subjects, that might be true, for example in coding. Whenever I’ve taught computer studies, I’ve always been blown away by the ability of some students who have taught themselves to code and do a stack of things on computers for which I don’t have the skills. However, how does this translate into an understanding of real world applications? They might have the skills to code. They might have the skills to develop something from a tech point of view but what happens when they have to socialise and communicate with others? The life experience of educators therefore becomes even more important when teaching, as the content might be easy to replicate, but the unpredictability of real world means only through our experiences can we truly learn and understand why we do something.
The ‘Yeah, but’ is just the tip of the iceberg for the lack of communication skills and this is where parents and schools and technology are failing kids. This is where all of these three factors are combining to create a significant long term problem that’s going to re-shape the work force. It’s going to cause issues with the next generation in terms of relationships, parenting and work. If we fail to address it as educators, we risk letting the dislocated generation waste years of their lives trying to find meaning and be able to build some muscle when they realise they’re not perfect and the world isn’t just there to serve them. Despite huge leaps and bounds in technology, we’re letting children develop into more emotionally vulnerable young adults because they can’t understand how to fail and bounce back and they can’t understand how to communicate with real people in real time.
However, this is something that can be addressed by parents. It’s something that can be addressed by schools and it’s something that needs to be addressed urgently before the horse that’s bolted rides too far off into the sunset. We can’t leave this for another ten years until suddenly everybody realises, ‘Wait a minute, it’s out of control!’ It’s already out of control. It’s already ridden away from us but being able to realise that now, means we’re ten years ahead of not doing anything about it at all.
What difference can you make to your own child’s life? What difference can you make to the life of the friends of your children? Are they going to be developing healthy, happy relationships? Are they going to be developing in a positive manner and become resilient and be able to face all of life’s challenges no matter how hard they might be? Or are they going to be in this fantasy world where suddenly, as soon as they’re challenged with something that’s difficult, they go to pieces. What if they don’t get in to the course they want? They go to pieces. What if they don’t get in to the sports team they want? They go to pieces. What if they don’t get the participation award that they want? They go to pieces. What if they don’t get the job they want? You get the picture?
This is a situation that is totally and utterly detrimental to society and one we must address. Again, the causes of it are the combination of poor parenting, overuse of technology and the failure of the education system to modernise. With all three areas failing at some point we may end up doing serious harm to our next generation.
Education has fallen behind so far it’s not funny. Teachers are still approaching education in the fantasy world that was 19th century education. We fill a classroom, you teach a lesson and they go to the next class. You do it over and over and over again and you basically teach the average and get the average result for the average students. That’s why they love their bell curves because you can be guaranteed that you will get a bell curve on every single assessment. Every single class will have the wonderful bell curve. It’s a total load of crap because why are we aiming for bell curves? Why are we not aiming for wins for everybody? Now that is a little bit of an overstatement because some people are just lazy and useless and will never move from their well defended position at the bottom. However, we’re not talking about them as, until they find their internal motivation, they will remain right at the bottom of everything they do. However, the more dislocated the group of students, the more chance they will be on the wrong end of the bell.
For educators one of the real challenges is helping students find that internal motivation. It can make average students brilliant and brilliant students actually find the job that they really want to be doing and not just become a doctor or a lawyer because they get good marks, bearing in mind lawyers will soon be automated to the point that we don’t need as many of them as we have today, a win in everyone’s books really.
When I do goal setting with students, I always pose this question to them: ‘Do you want a doctor who is passionate about helping people?’ Or ‘Do you want a doctor who is in it for the money?’ Every single time I get the answer: ‘Somebody who is passionate about helping patients.’ We all want that and this is a great opportunity because this generation has this belief that they can change the world. Many might claim this is a misguided belief, but I don’t believe that at all because I believe this next generation can change the world. We need to empower them with the confidence to try, to fail, to overcome massive obstacles and to endure. This can’t be done with social and emotional skills gained from having a digital device as a babysitter.
For parents and teachers, this creates a great opportunity. So in one sense, you have a group of young impressionable kids and young adults who want to make a difference and who believe they can, but what they really need is for somebody to show them how to make that difference. How to cope with challenges. How to cope with disappointment. How to cope with failure. How to face problems. How to solve problems. How to become resilient. How to contribute to the community to make that difference. This is where the teacher’s life experience now becomes so much more valuable than content knowledge and the ability to stand in front of a room and dictate the encyclopedia.
You can teach technical skills to almost anybody. That’s easy in comparison with the empathy, caring and the emotional resilience that’s needed for our next generation to thrive in the rapidly changing digital world. Whilst parents have had the mistaken belief that they can do this by telling their kids: ‘They’re perfect,’ ‘be safe’ and ‘don’t do this,’ ‘don’t do that,’ don’t take risks.’ However, this has caused immeasurable damage and needs to be addressed. It’s through a modern, proactive experiential educational framework that this can be achieved. We can create wonderful learning opportunities that last a lifetime. We can do it in schools. We can do it at home. We can do it to ensure that we have a wonderful and proactive generation of thoughtful, resilient young men and women leading our businesses, our communities and our governments into the next generation and those generations after that, but we cannot be idle in our approach and must do something about it now.
Technology has provided a vehicle to rapidly advance so many things in society and make them more efficient and more effective but without the core social and emotional skills to master technology and to master our own lives then we risk the technology mastering everyone who uses it instead. We risk the dislocated generation failing to make good on their vision to change the world and make it a better place, which is something none of us want to see.
There’s nothing like a few random events and incidents to shape how exciting an expedition can be. One time, I had a group of Year 9s out on a mountain biking expedition and we headed to Canberra to ride Mount Stromlo.
Mount Stromlo, just south of Canberra, is an amazing area to mountain bike. We’d been doing a number of training and skills’ development sessions leading up to this final expedition. To start with, we’d done an introductory mountain bike course, an overnight down at Mogo, which has an awesome downhill called the snake track, and now, Stromlo was the biggest and final challenge for the students.
Getting down there in the afternoon, with a few coffee breaks along the way, we started riding the playground area. The playground is a cool part of the mountain which has different obstacles, drop downs, seesaws, berms and all sorts of things you might encounter on a ride up or down the mountain. It’s a great area to teach and reinforce some basic mountain biking skills before tackling something much harder. This went really well and we had a great ride that afternoon. That evening, we went into camp, set up, cooked dinner and settled in for the night. The only thing was that it wasn’t the warmest of evenings, dropping down to -3 C overnight. Waking up the next morning, the tents were covered in a thick layer of frost. To be honest, this is typical camp weather at this time of year, but it’s still bracing when getting out of the tent.
The morning was also thick with fog. Again, typical in and around Canberra due to the confluence of all the hot air that’s created in parliament and settles each morning to blanket the city with a layer that’s harder to see through than a public service investigation report. Whilst this layer usually burns off by about 11am, it didn’t disperse until well after lunch, making it a still cold, but now crystal clear afternoon.
Having ridden up and down the summit once that day and after lunch we were out on an extended ride. Being Canberra, a lot of the tracks are named after political things or euphemisms. So, for example, Pork Barrel, Double Dissolution and Party Line are all different tracks on the mountain.
Going down Pork Barrel, which is an awesome run, one of the boys hadn’t quite judged the steepness of the run as well as he should have. Flying over his handle bars, he didn’t bounce very well and managed to land hard on his knee. With a fairly obvious tear in his pants and a laceration to the side of his knee, I pulled out my first aid kit, put my gloves on and had a look. It was quite deep and deep to the point where you’re seeing the whiteness underneath the top layers of skin. I cleaned out the wound that had a nice bit of grit in it, attached some steri-strips to hold it together and put a sterile dressing over the top. It was one of those border-line cuts that if you were at home, you wouldn’t bother with stitches, but if you’re out on an expedition and not able to take things easy, then it’s probably worth getting them just to be sure.
Not deterred by this, the boy jumped back on his bike and kept riding. We continued along a different track which headed back towards the base of the mountain. With a few more ups and downs, and what I thought was some fairly light afternoon riding, suddenly, the next boy was off his bike and landed hard on his wrist. For this one, I took a look at his wrist. Despite having gloves on, he’d landed on his palm and a sharp rock had torn through the glove and a gritty bloody residue remained.
I cut his glove off with my shears, inspected the wound and quickly stopped the bleeding before cleaning it as best I could and bandaging. Because it was so deep, getting in there and trying to clean anything out was a little bit beyond what I wanted to be trying by the side of the track. Added to this, the complaint of the hot pain in his wrist was a worry as well. Rather than patch and keep riding on this one, I strapped the boy’s wrist, bandaged it up and walked the rest of the way down the hill with him and the other walking wounded to the car park and finished for the day.
Since both students required a little bit more medical assistance than I could provide, I decided to take them into the hospital. The last time I was in Canberra hospital, I was supposed to be in and out of there in an hour. However, it turned out to be seven hours and I had to stay overnight. Given this was the last experience, I decided that we should have dinner first, which was nachos that the boys had made with guacamole dip, salsa and sour cream. It was great meal, one of the best camping meals I’ve had in a long time. We quickly had that before we jumped into the troopie and headed off to hospital.
It’s always interesting when you turn up to hospital with multiple students with injuries for the same activity. You get the ‘you’re an irresponsible teacher look from everyone around you.’ So after checking both of the boys in with the triage nurse, we sat and waited whilst getting stared at by those around us. Remarkably enough, we probably only waited about twenty minutes at the most, which was exceptionally good timing considering the last time that I had to wait in Canberra Hospital. The boys were seen by two different doctors who were quite amused by the whole afternoon’s events and being mountain bike riders themselves, didn’t give me the ‘you’re irresponsible look’ after I explained what had happened.
It turned out though, because one of the boys was over the age of 15, under the ACT Laws, due to an accident in a public place, he had to undergo a mandatory blood alcohol testing. As a result, this boy had his blood taken and sent off to the police for analysis, which he thought was pretty exciting.
The other boy, as his tetanus shot was out of date, he had to get a tetanus injection. Hence we had the needle nurse who came to take blood out of one and then back to jab the other. I saw all of this as I moved between the two emergency beds and chatted with both the doctors. The end result was one student with six stitches and a blood alcohol test, but thankfully no fractures in his wrist. The other had three stitches and a painful jab in the arm. All in all, a reasonable result!
The boys were quickly discharged from hospital and on the way back, we had to for the ‘mandatory fast food run after a trip to hospital’ drive. I managed to make my calls to their parents from the warmth of McDonald’s whilst eating a caramel sundae. It was sub zero outside, so we were in no hurry to get back. After dessert, we went to the shops, grabbed a few things such as milk and chocolate and back to camp.
Everyone was asleep when we arrived around 10pm and it was even colder here than it had been in town. I quickly sorted myself out for bed. Jumping inside my sleeping bag, I had a pleasant, long, cosy sleep.
The next morning, I checked on the boys and unfortunately given the injuries, we decided that we couldn’t ride because we didn’t have any spare staff to look after the injured and effectively supervise the rest of the group. Hence I decided that as we were in Canberra, we could have a look at a few things around the place.
We started at The Australian War Memorial, but turned up too early, so we ended up going to the cafe for coffee and cakes before heading inside. I always love going to The War Memorial and to hear a really interesting interview with the Memorial’s director, Dr Brendan Nelson, check out Xperiential Education. We never seem to have enough time there, but on every trip, I always learn something new.
After this, I rang the Deputy Prime Minister’s Office. Yes, I know he’s now no longer the Deputy PM, but before his philandering day, I worked on his campaign, after running against him at preselection. Unfortunately, he had back to back meetings but his secretary organised for us to have a tour in Parliament and tickets to Question Time.
Question Time is a big thing in Australia where all the politicians are in the house and questions are asked of the Prime Minister or the various ministers. Some questions are with notice so they are pre-known by the questionee and some questions are without notice, but generally still known to the person. It’s more theatrics than anything else. I’ve actually done some of the preparation work for this in the past where you prepare a briefing for each question that’s going to be asked. Generally, the politician doesn’t bother answering the question anyway and instead answers something else completely.
Before going in, we’d parked in the basement. The troop carriers that we were in were too tall to go in the general car park and so I drove up to the oversize vehicle car park, took a ticket from the machine and drove in. Glancing back in the rear view mirror I notice the other 4WD drive in straight after me. Despite the bright yellow boom gate, the driver had not realised that he had to actually stop and press the button for a ticket. Now we’d managed to get two vehicles into the parking lot with only one ticket. ‘Well, that’s going to be an interesting problem to solve when we’re leaving.’
After explaining to my colleague that the big yellow barrier means stop and collect a ticket, we headed up to security and through into Parliament where our guide was waiting in the foyer. We’d managed to all get through security without issue, or that was what we thought until the other instructor was marched over to us by a security guard to let me know to start the tour, as he’d been caught with a credit card knife in his wallet and had to go and have a chat with the federal police as it’s a prohibited weapon in the ACT.
I was trying not to laugh in front of the boys because even though it was pretty funny, it wouldn’t have looked good laughing about it. Unfortunately, this didn’t work when the boys all broke out in laughter. I wished him luck and off we went, with the boys speculating on whether or not we would have to bail him out of jail that afternoon.
On the tour, I ran into a couple of politicians I knew, briefly saying hello and moving on so as not to distract the guide from his talk. We finally caught up with the other instructor at the end of the tour. Luckily for him, he wasn’t charged with anything but he had to surrender the knife to the police.
We headed back out the front of Parliament, where we made our lunches before heading back in for Question Time. Since the Deputy PM’s secretary had organised tickets, we managed to skip the line and were ushered straight in to the southern gallery which looks straight down on the government benches. Question time was the usual back and forth and nowhere near as exciting as one time years ago when people were getting dragged out by security and the place went into lock down. Having said that, it was an entertaining afternoon and kept us out of the cold for a bit.
Finishing up at Parliament, we managed to drive both 4WDs out of the parking lot by running them bumper to bumper. Ok, so there were probably other better solutions, but this was the most challenging and fun one to try. Then we drove back out to camp. It was now later afternoon and getting quite cold, but despite the random change of plans, the boys had a solo activity to do. They had one hour to write a final reflection on their experience on camp and what they had learnt from these experiences. Whilst most of them probably wrote about the instructor getting taken by security for possessing an illegal weapon, hopefully others wrote a little more reflectively.
By the end of the hour, the sun had dropped behind the hills and it was freezing cold. I wrapped up the activity at 5pm then we were all ready and headed back into town for dinner.
Wait a minute! What did we go to Canberra for again? Sometimes, in outdoor ed, events can dictate the program, or at least changes to the program if and when things don’t go to plan. The best thing to do is to be flexible, adaptable and always know there’s another learning experience and teachable moments outside of what was originally planned. Going forward with an activity just for the sake of the activity more often than not can lead to negative outcomes. It’s always good to be able to adapt and change plans if circumstances dictate. In this case, we had to do it because of injuries, but in other cases it could be weather, equipment or a range of other random possibilities that are sometimes hard to predict. Ultimately, it was still an interesting couple of days and a memorable expedition and adventure for all involved.
The Fushimi Shrine in Kyoto is one of the most iconic temples in Japan. Its distinctive path of orange gates wind their way up the side of a mountain, which is revered as sacred. Along this path of gates as it winds it way up the mountain, are a series of small shrines and grave stones and of course shops for everyone along the way.
The visit to this amazing site was both cultural and outdoor ed in its experience. At the very base is a market place filled with food stalls which emanate a wonderful aroma of hot Japanese delicacies. There are many girls dressed up in traditional Japanese Kimonos and if you really want, you can rent one in the many rental shops nearby. Despite the crowds, it was well worth getting something to eat here before going into the temple. I managed to find a beef skewer that I could afford. The standard ones were 500yen (about AUD$6.00). However the wagyu ones were 2,000yen (about $24.00). As meat on a stick goes, $24 is a bit out of my league, so I went for the cheaper option. However, the food’s not limited to this and you can get all sorts of things on a stick, from weird dessert like buns to octopus that look as if they’ve just had a visit from Vlad The Impailer.
Before going there, I hadn’t really read up much on it, so I thought that it was a few gates that arched around in a bit of a circle. However, I couldn’t have been more wrong. The gates do loop around, but they go all the way up the mountain and back. A truly remarkable feat of design.
A Thousand Of Bright Orange Torii Gates
The place was crowded and of course everyone was trying to get a photo (or fifty) right at the start. The noise of the bustling crowd really made it hard to appreciate the significance and wonder of this site. I shuffled through the crowd, which once inside the gates, there was little chance of getting away from, until the crowd popped out at another temple and some shops. Looking at a ‘You Are Here!’ type map, I suddenly realised that this was just the beginning and the gates went on and on, all the way up the mountain. I continued to follow the crowd up the hill as it got steeper and the path turned into steps. Rising up to the next intersection, the path split and the crowd suddenly thinned out. Obviously, people had already taken enough photos of themselves with the orange gates that the thought of hiking to the top was too much for them to bear.
However, for me the experience of the temple and the sacred mountain only began at this point. There’s something very serene about walking through bamboo scattered forests and the bright orange contrast of the gates. There were hardly any people up here to ruin the experience with endless selfies, although I do admit to taking a few at the top. The absence of the crowd also meant that I was able to see more of the amazing details and the work that’s gone into building such a phenomenal structure.
One Of The Many Fox Statues Across The Shrine Grounds
Once I reached the top, which was gated by some rather unhappy looking fox-like statutes, I had a look around the highest shrine before descending into another gulley. As I walked down the many steps, suddenly a wind rippled through the bamboo. It was directional, by which I mean it was concentrated above my head in a very narrow band. You could imagine in years gone by, those making a pilgrimage to the mountain could have seen something like this as a passing dragon spirit. Hopefully the happy dragon type from ‘The Never Ending Story,’ rather than the angry, greedy type from ‘The Hobbit.’
Regardless of this, it was a wonderful moment as the golden coloured autumn leaves were dislodged from their branches and glided down to the ground around me.
Continuing back down, the closer I came to the intersection, the greater the number of people there were until I finally popped out, just past the enormous frog shrine, back at the main temple at the base of the mountain.
This was both a great hike and a fascinating cultural experience. If you’re ever in Kyoto, this is a must, but wear your hiking boots as the real experience is only to be found beyond where most people give up.