I was reading a book recently called ‘Robot Proof’ by Joseph Aoun which explores the way in which automation and AIs are reshaping the world as we know it and creating a new dynamic in which any sort of repeatable job will ultimately be taken over by robots. Why shouldn’t it? What’s the point of doing something over and over again in an extraordinarily inefficient way? This is not progress. This is just time wasting. Surely humans are better equipped and more suited to more complex things than this!
I strongly believe that society is yet to come to terms with this phenomenal transformation of the workplace. Despite people being aware and understanding that jobs have been replaced by computers or automated processes, this trend is only getting faster and more wide-spread and whilst many new jobs were created in the 80s, 90s and 2000s, the number of new jobs being created is diminishing versus the number that were previously being created.
Therefore, how do we protect ourselves and the next generation from the robots? No, I’m not talking about fighting Skynet, in an apocalyptic battle for survival. I’m talking about the real threat of mass automation and the implementation of artificial intelligences that will be able to replace large numbers of both manual and professional jobs.
The answer, of course, is experiential education. Whilst all the theories and knowledge in the world can be digitised and regurgitated, this doesn’t have the same impact that a real world experience has. There’s a defining factor in humans and the world which AIs and robots are not good with and that’s randomness.
Whilst a computer may be able to generate random numbers, it can’t understand emotion and the randomness of human thought and action. You only need to look at recent events in politics to see how extraordinarily stupid people can be. Decisions made on the run, irrational national emergencies and a whole host of decisions made on emotion and without any of the constraints that a computer using logic may have to deal with. Whilst this is not always good, it’s human and this total randomness that is a feature of human behaviour is one defining trait. If people are experienced in dealing with this, it can protect them from the threat of being replaced by a machine.
Consequently, the more we’re exposed to the randomness of life and the uncertainty of what could happen next, the more we will be prepared for any situation. Therefore, experiential education opens the world to real experiences and forces everyone to face the randomness of life. Some of the most interesting trips I’ve ever been on have come from having to actively manage random events, emotions and changing conditions. If you were for example to have a virtual reality excursion (which technology will increasingly enable), you would have the immersive, yet sanitised experience that is dictated by computer programming and logic, rather than the complete randomness of the natural world.
On expeditions, encounters with wildlife, with other groups, with storms, with discomfort, with teachable moments, these could never be produced by an AI, all because of the randomness of the world around us. It’s important that we continue to prepare students for uncertainty and the best way to do it is to get out into the real world and live the experience. No matter what the work place is, no matter what the experience is, no matter what the challenge is, we will always need to be prepared for the random nature of life. Those who can react and adapt, will be successful. Those who can’t cope with this, will not.
The more the world digitises, and logic systems are put in place to run repeatable processes, the more important it is for educators to engage their students with real life experiences and allow them to face the randomness of the world and build a skill set so they can adapt and thrive in this new world that comes a step closer every single day.
Long gone are the days of going on camp for the sake of going on camp. Education is changing, and outdoor education is playing an increasingly important role in that change, helping to develop a vitally important skill-set of problem solving, critical thinking and teamwork, which is needed in a rapidly changing world.
Having worked on many different outdoor education programs, we’ve always needed to ensure we were setting the right level of challenge and hitting the right social and emotional developmental goals for our students. If we make things too soft and it’s just ‘a walk in the park,’ it results in complaints. If we make things too hard, and it’s like trekking to Mordor, it results in tears and complaints. Therefore, how do you find that happy medium?
Essentially, finding that balance is through understanding the needs of your students and clearly setting out what you want them to achieve from the experience. Are you developing teamwork? Are you developing resilience? Are you developing relationships? Are you developing personal responsibility? Are you developing leadership? An answer to each of these questions will help shape your approach to ensure your students are getting the most out of their outdoor experiences.
What you want is an authentic approach to address your students’ needs and not just a camp for the sake of it. To make your outdoor education programs as authentic as possible, it’s extremely important to understand the cultural and social context of your school. What are the biggest challenges your students are facing at school and at home? How does the culture of your school influence planning? What are the right teachable moments needed for your students? How much have they been pushed outside their comfort zone in the past? How much further can they be pushed in the future?
There truly is no ‘one size fits all’ approach to this and understanding the skill-set and level of maturity of your students, is critical in designing the right type of program. For example, one school I worked for, their Year 9 program was massively challenging with 5 days of a relentless expedition which saw students moving from sunrise to sunset every day. It pushed the limits in every way and was about personal challenge, teamwork and strength through adversity. However, they’d been building up to this from year 3 with a graduated, sequential program that pushed the limits a bit further every successive year.
Conversely, another group of year 9s I worked with, who had no other real outdoor education experience simply needed to be able to work together on a very basic level. Therefore, canoeing 20km in a day, followed by 19km of hiking the next day was out of the question. Instead, problem-solving and initiative games followed by a short canoe trip and a mountain bike ride was the most beneficial approach, because this was all new to them. It was a bit challenging, and far enough outside their comfort zone to create some teachable moments on which to reflect, but not enough that it was going to end in tears.
Some of the most powerful and memorable learning experiences come from outdoor education. However, as with every other aspect of education, this can be significantly improved through careful and authentic design to support and build upon any specific areas of need for your students. The more outdoor education is targeted at the specific social and emotional needs of your school and your students, the more effective it will be in producing great results for your students. Be it problem solving, teamwork, resilience, leadership or simply understanding the needs of others, focussing on these outcomes can have a profound effect on everyone that goes out on one of your school programs.
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!
This is probably one of the single most unpleasant things to read as an outdoor education and risk management professional, but it’s vitally important that any teacher taking a group of students anywhere reads and learns from the extremely tragic experiences that are outlined in any coronial inquest. The lessons learnt from these, must inform our approach to risk management and safety for every program we run.
There are often two dramatically different types of coronial reports. Firstly, the tragic accident, which could not be reasonably foreseen, and despite all efforts to respond, a life is lost. However, more often than not, it’s the second type of report and coronial finding that clearly demonstrates systemic failure and usually a series of events which with each step/poor decision/delay, leads to a fatality.
Whilst both are undeniably tragic, the second leaves families, schools and all those involved destroyed for life. As you read through one of these, the warning signs, deterioration of conditions and clear evidence that there’s a problem is usually abundantly clear. Whilst many would say it’s easy to see that in the rear-view mirror, which I agree is entirely true, as hindsight is very powerful, but often the obvious warning signs are there. Thus, understanding your environment, your group and the risks involved in what you’re doing, should have already provided you with enough insight to take the action needed to prevent a situation deteriorating into a critical or fatal situation.
What’s vitally important from this is the need for situational awareness. Instructors and teachers need to be aware of a range of factors (which are usually outlined in a risk assessment) and ensure they’re proactively considered and managed. Reading coronial reports is a horrible, but important part of that skills development for being aware of conditions and situations which have led to irreversible and tragic consequences.
I found myself in one such situation a number of years ago. We were out hiking west of Nowra and heading in towards Kangaroo Valley. It was a bright sunny and hot afternoon in February and a massive, angry storm rolled in faster than crazed shoe shoppers on Boxing Day. We were suddenly trapped on a ridge with pelting rain, lightning striking all around us and drilling the ground with no pause between the lightning and the deafening concussion of the thunder. Strike after strike after strike, it pinned us down. Perched on our packs in the ‘lightning position’ we could do nothing else other than stay clear of trees and wait out the storm. However, the storm persisted and hour after hour we had no option but to stay put.
Suddenly there was a break in the storm and the other group leader had the idea that we should keep going despite the conditions around us. We were heading towards a river which needed to be crossed to get to the camp site. We had saturated gortexes and some students were showing early signs of hyperthermia. It was not a good idea to press on, but full of bravado and telling the group that if we didn’t, the other group would think we were weak, a nauseating feeling hit me. This didn’t feel right. We had too many factors at play. The extreme weather, the equipment failure and the condition of the students. When something feels wrong, then you must act immediately. It’s not a matter of waiting to see what happens. Stop, regroup, bring in other resources and respond before things spiral out of control.
This is the critical tipping point of any coronial inquest. You can often determine the point of no return where the decision to continue inevitably led to the fatality and often it’s based upon poor thoughtless decision making, where there is plenty of evidence that it’s time to stop, regroup and rethink everything. Thankfully, the nauseating feeling on the mentioned trip, was telling me things are deteriorating and we need to change tactics. We waited until the main storm passed, went and grabbed the 4WD and then moved the group to an alternate campsite. Soon after setting up we had a fire going and everyone had something warm to drink.
Whilst it’s painful and distressing to read coronial inquests, it’s vitally important that you do as part of your ongoing risk management training and professional development. Understanding the experiences of others and the tragedies of the past can help us to make better decisions and ensure the safety of our groups into the future. It’s those lessons learned, that are powerful and stark reminders that risk management must be a living, breathing approach to running any program and not just a document which is dusted off when it’s subpoenaed by the coroner.
As part of your on going risk management, it’s well worth regularly reviewing and workshopping coronial reports with your team to ensure the situational awareness and those tipping points are at the forefront of everyone’s minds every time they’re out with a group to ensure everyone has a safe, challenging and enjoyable experience.
Free time in the outdoors is challenging. As an experienced outdoor ed teacher other than lightning, high winds and trees falling over, free time is always my biggest concern. “Why’s that?” you ask. “Isn’t this just quiet down time?”
No!!!! Who told you that? It’s actually the causation of the majority of injuries on outdoor programs. “What?” I hear parents scream in the distance. Yes, that’s true, it’s not the activities such as abseiling, or high ropes which have a very high level of perceived risk that are the problem and causation of many injuries. It’s the sitting around doing nothing at outdoor centres which leads to many of the injuries we see in outdoor programs.
The Budawang and Etrema Wilderness areas are some of the most rugged and challenging areas in which to hike in NSW. Having led many groups through both these wilderness areas over the years, filled with snakes, hippies, crazed possums and often a shortage of access to fresh water and evacuation routes, the thought of simply hanging around on an outdoor campus with a group of students for free time, is more worrying than anything I ever could have and did encounter in those tough, unforgiving wilderness areas.
In recent years, I’ve noticed a changing phenomenon. Kids are really rubbish at doing free time, especially when there’s no structured activity going on. Most children’s lives, especially with two working parents, have become so over-structured that the idea that they might have to entertain themselves or find happiness in quiet time is something completely foreign. This is a real problem for our over-stimulated children, who on camp generally don’t have the option of pulling out their phone to play pointless addictive and life-wasting games to stave off the threat of a lack of over-stimulation and having to socialise in a meaningful way.
Unfortunately, what happens as a result of children who are not used to free-time being given lots of free time, is that stupid and poorly thought out games start. These can often result in running around dangerously in areas with which they’re unfamiliar and not always well-supervised in. The other potential negative scenario is that to cure their boredom, they look for other unhealthy things to do, such as picking on each other in unpleasant ways. It’s no surprise that the majority of outdoor education injuries occur during this time.
There’s a false sense of security which goes with being in a hard-top cabin style outdoor ed location. The idea is that it’s not really that risky compared with the activities that were being done during the day. How can you compare that high ropes course which scared the life out of everyone, with sitting around talking or more likely running around madly. Sometimes, teachers can think that once the activities are over, then it’s also their own ‘free time,’ so they can relax a little. Sadly I’ve seen far too much of this over the years and ultimately, if you’re on duty and sitting on the lounge inside a building where you can’t see any children and thinking you’re providing suitable supervision and an effective duty of care, then you’re a moron and should not be teaching. If you’re reading this blog, I would suggest that’s not you, but I’ve seen it first hand and it’s unsurprising the majority of injuries on outdoor programs happen during free time at outdoor centres.
How do we reduce the incidence of injuries when we know kids are finding it increasingly difficult to do free-time? Firstly, don’t employ idiots! This is a good basis upon which to start. However, if you’re lucky enough to have a good staff, as part of your pre-program safety briefing, highlight this as a key risk that you need everyone to look out for. Give a couple of examples if you’ve seen things as I have of what can and does happen when supervision becomes laxed, or a false sense of security is created by the differential between an activity such as abseiling and hanging around dorms.
However, one huge opportunity is to run some structured games during this free time. Sure, it means teachers have to run another activity, but that’s far preferable to the trip to hospital and the awkward phone calls back to home and school to explain what happened and why there’s a student in hospital after ‘free-time’ injury. To be honest, I’ve had to make a lot of phone calls over the years in regards to injuries, but the most awkward and difficult ones to deal with are the free-time ones, because they’re really hard to explain the reasons as to why they happened. A fall from a mountain bike which caused a broken wrist is far easier to explain and manage and has less blow back, than trying to explain why a shoulder was dislocated inside a dormitory.
The reality is that children do find free-time increasingly difficult due to the over-stimulation and over scheduling of their lives. Whilst it would be great to think they can have some much needed free-time, this has often proven to be some of the most risky periods of time during outdoor ed programs where the most injuries occur. The best option is to ease students into the idea of free-time by structuring some initiative games, group activities, or light exercise during these times, rather than just ‘free-time.’ As a result, you’ll spend less time patching kids up, going to hospital and having awkward conversations.
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.
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.
As I might have mentioned at some point, I love medieval history. Having studied the Vikings through to Elizabethan England for history at uni, it’s an amazing, disturbing and rather dysfunctional period of history, but what period isn’t? However, when it comes to anything but medieval Europe, I’m at a bit of a loss. Consequently, if asked about medieval Japan, all I could tell you was that there was some unpleasantness, a civil war, lots of people in armour and many in their pyjamas grabbed their swords and got stabby! For many it didn’t end well…
Yes, I know, for those Japanese historians amongst you, not a very detailed picture of the Shogunate! However, I recently had the chance to visit a number of castles in Japan and to read up on some of this history.
I started the day in Hiroshima. I visited the rebuilt Hiroshima castle, which I found out was in fact the main target of the Americans, not because they were trying to capture the castle from the Shogun, but because the Imperial High Command was based within the castle grounds.
The restoration work is amazing with the entrance and main keep having been rebuilt from scratch with original materials. The time, effort and care that’s gone into this is astounding and something you have to see to really appreciate. Hiroshima, in medieval times, was a centre of trade and power and its huge defensive advantage was the fact that it’s on an island. It may be difficult to see today, but as with many medieval Japanese castles, there are several outer layers that make up a fortified walled town before you even get close to the castle itself.
This layering of walls, outer perimeters, moats and fortified townships is often seen in European castles, but not to the same extent that the Japanese castles were. This gave a massive defensive advantage for the incumbent in the castle as they could still grow crops and have fresh water for longer periods of time before an enemy could get close to starving them out through a siege.
One interesting feature I saw in Hiroshima, that you don’t find in European castles, was that of the sliding wooden doors. These were a feature in the outer perimeter of the castle. If an enemy got in here, the guards could swiftly slide open the doors, fire a volley of arrows, then slide them shut. The outer-side of this part of the castle had holes in the walls for doing the same, but the rapid attack and withdrawing feature meant far more arrows could be poured on a visiting enemy.
As with European castles, Japanese castles have a keep, or an inner tower that’s the most secure part of the castle. For Japanese castles, these are massive wooden structures which are built up with progressively smaller levels until you reach the top, giving the classic and unique tiered look of the castle.
From Hiroshima I travelled to Himeji, less than an hour by bullet train and it was here I found the most stunning castle I’ve ever seen. One family held this continuously for 120 years and standing at the front entrance, you can see why. This is a grand imposing structure that can be seen from anywhere in the city, except now through skyscrapers. In its day, it would have commanded unbridled position in the Himeji skyline. Now world heritage listed, you really have to go there and experience it for yourself to understand the sheer size, scale and defensive capabilities of this castle. This left every European and English castle for dead that I’ve visited so far in terms of layout, design, functionality and standing the test of time.
To get to the keep is a relentless uphill climb through layer upon layer of walls, gates barricades and watch towers, all of which could decimate your army. Even if you managed to get inside the first or second layer, you still continued to have to battle through so many obstacles to try to even get close to the keep. I guess when you’ve got samurais and ninjas wanting to break in and kill you, then it makes perfect sense to build so many fail- safes into your house.
Himeji Castle, A UNESCO World Heritage Site
Himeji castle is distinctively white in design, which I can imagine on a moonlit night would have been a glowing beacon for the surrounding villages. This is a stunning and well-preserved building which is steeped in history. Despite massive cities having developed around both Hiroshima and Himeji castles, there are still obvious remnants of the original fortified townships. It’s easier to work out with Hiroshima, as you just have to look for the natural water ways. However, generally if you find a canal or small brook that’s been built with amazing stonework, then the chances are you’ve reached one of the defensive lines of the castle, often so far away from the castle itself. Without the context of the castle design in mind, it’s just another waterway next to a city street.
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.