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The call to create a "rugged society" in Singapore has resonated through the decades. Shaun Seah looks at how the policy shaped young people in the 1960s.

In the immediate post-independence years, Singapore faced a number of challenges: it was a small city-state with few natural resources, its access to the larger market of Malaysia was circumscribed because of political wrangling, and it had a limited ability to defend itself.

Singapore's future would lie in the hands of its young people and the political leadership of the time felt that this group needed to be better prepared for the challenges ahead. At a Queenstown Community Centre National Day celebration held on 10 August 1966, then Prime Minister Lee Kuan Yew noted:

"It is the young that will determine what happens to this society... It depends on the education we give them; the training they receive; the values that they are taught... whether you should have a soft society, fun-loving, pleasure-loving, weak, effete or whether you should have a rugged, robust, disciplined, effective society, a hard society, a tough, rugged society..."

Recalling his years in Raffles Institution, Lee decried his privileged colonial education as having reared a "whole generation of softies... weak from want of enough exercise, enough sunshine, and with not enough guts in them". He believed that the education system overemphasised examinations and paper qualifications. His government instead sought to produce "a whole generation... prepared to stand up and fight and die" for Singapore.

Lee felt that a "soft" society would not be up to the task of taking on the manifold challenges that newly independent Singapore would face. What was needed instead was a "tough, rugged society".

The need for a generation prepared to "fight and die" was literal, not just metaphorical. In March 1967, Parliament passed the landmark National Service (Amendment) Bill, which made it mandatory for all able male Singaporeans to serve in the Singapore Armed Forces (SAF) for two years.

With universal conscription, it was also necessary to ensure that those called up to do their National Service would be relatively prepared. A generation of recruits who were "weak from want of enough exercise," would not do well in uniform. It was certainly unlikely that such youths would be prepared to "stand up and fight and die" for Singapore.

The Rugged Society in School

To stress the importance of ECAs among students and their (presumably exam-conscious) parents, from 1967 onwards, ECA participation became integrated into national assessment metrics with the award of marks or grades. These would be taken into account for admission to pre-university classes, and applications for bursaries and Public Service Commission scholarships.

The rugged society did not stop at ECAs though. In 1967, a predecessor of today's National Physical Fitness Award (NAPFA) was introduced, requiring all students aged 10 and above to undergo a five-station physical test twice a year.

That same year, Singapore's branch of the global Outward Bound School (OBS) was opened on Pulau Ubin by then Minister for Defence Goh Keng Swee, specifically to build a rugged society. These initiatives all sought to forge ruggedness and solidarity among students through formative experiences beyond the classroom.

A Rugged Society Ready to Defend Itself

The urgency of a building a "rugged society" would only mount with time. On 17 July 1967, Britain announced the imminent withdrawal of British troops from Singapore by 1971. This would be a major economic blow to Singapore as the British military presence generated 20 percent of Singapore's Gross National Product. It was also estimated that around 25,000 base workers would lose their jobs by 1970. The rapid withdrawal of British forces threatened to bring Singapore into a recession.

The same day the withdrawal was announced, then Prime Minister Lee addressed the first batch of Officer Cadets commissioned from the SAF Training Institute (SAFTI) at the Istana. In his speech, Lee identified the qualities of "discipline, grit and stamina" in its citizen army as crucial to Singapore's national survival. Against the backdrop of mass conscription, Lee exhorted the freshly commissioned officers to train incoming young Singaporean men well so that "what we lack in numbers we will make up for in quality".

Drilling from Young

Lee was of the view that a rugged society would be reflected in a credible defence force - and this effort would need to begin in the schools, well before youths enlisted for military service.

Since a rugged society ultimately served the purpose of national defence, much of its rhetoric and initiatives were militaristic in tone. Drill and parades were very much part of the movement. In July 1967, four months after the National Service (Amendment) Bill was passed, the inaugural Singapore Youth Festival (SYF) was held. The festival saw 4,390 students participating in ceremonial military drills, athletic displays and cultural performances over two weeks. By 1970, this figure had risen to 9,000. At SYF 1968, Lee refused an umbrella and joined cadets and school children who were getting soaked in a tropical downpour.

However, there was no guarantee that marching under the sun (and rain) could attract the enthusiasm and participation of Singapore's youths. Indeed, as some recalled, all the "drill, left right left, the marching and everything else" simply seemed quite pointless.

Despite the foot drills, uniformed groups became popular in schools. One reason for the enthusiasm may have been the opportunities these groups accorded young Singaporeans who had less-than-ideal living conditions at home. In 1970, over 38.5 percent of families lived in squatter colonies with limited access to sanitation, water and healthcare, while 13.3 percent resided in often overcrowded shophouses. A total of 25 percent of Singaporeans lived in poverty.

Former scout Jackie Yap used to live in Bukit Ho Swee, "a very notorious area" rife with gangsters, and studied in Bukit Ho Swee Secondary School in the late 1960s. Despite participating in his school's National Police Cadet Corps (NPCC) activities on Saturday mornings, Yap's appetite for adventure beckoned and he also joined the local Sea Scout group on Sunday afternoons.

Taylor Eng lived in an overcrowded shophouse along Havelock Road and attended Raffles Institution in the late 1960s. He enjoyed scouting as it provided him an escape from familiar, urban settings. Memorable escapades for him included an overnight hike followed by camping on Singapore's Mount Faber, and an expedition to the 2,817-metre-high Gunung Tahan, the highest point in the Malay Peninsula, a trip which he remembered fondly as a simply "crazy" idea.

From 1975, the NCC (Sea) began its annual Round Island Canoeing Expedition. The expedition typically saw 80 cadets in 40 double-seater canoes doing a full circumnavigation of the Singapore coast, starting from the west bank of the Causeway. Over four days, cadets completed a journey of some 200 km with only overnight stops at SAFTI Boat Station in the west, and the NCC sea training centres in Pasir Panjang and Changi.

Dunearn Secondary NCC cadet Shamsia Muslim was proud that she completed a day-long navigation test in the countryside - the "toughest of all training tests in the NCC". Shamsia resolutely refused offers of help from passing lorries when she got lost in rural Lim Chu Kang and expressed wonderment at the world beyond her neighbourhood to discover plantations and "hospitable rural dwellers".

All these activities left a mark on young, impressionable minds. Former 1960s Rafflesian scout Zainul Abidin bin Mohamed Rasheed (later Senior Minister of State in the Ministry of Foreign Affairs) learned "the sense of service to others" and "the true meaning of life-long friends". Another fellow scout, Kwek Siew Jin (who later became Rear-Admiral and Chief of Navy) believed that scouting "was the best thing that happened" to him in his formative years, resulting in character-building and moral growth.

Jackie Yap of Bukit Ho Swee Secondary School felt that his time in the Sea Scouts and NPCC taught "a lot of very good survival skills, life skills which [are] today, so important". Yap later went on to join the Singapore Army as a regular in the Commandos, where he completed the SAF Ranger Course before leaving service in the late 1980s. Today, he works with corporate clients as a team-building consultant, helping participants to enjoy the great outdoors and to understand themselves and nature better.

Whither the Rugged Society?

While the rugged society rhetoric eventually petered out, such was the appeal of the concept that the call would be resurrected every now and then over the ensuing decades. In 1974, a year of high inflation and economic uncertainty, Haji Sha'ari Tadin, then Member of Parliament for Kampong Chai Chee, recalled the "old rallying call" of the rugged society as he called on Singaporeans to "roll up their sleeves and work even harder" after several years of stellar economic growth.

In a 1990 speech at the opening of the College for Physical Education, then First Deputy Prime Minister Goh Chok Tong noted a "disconcerting and unhealthy" trend of rising obesity among youths, and called for a renewed emphasis on physical fitness to eliminate obesity. Singapore has succeeded, he said, because "we dare to strive for excellence. We have to be fit and rugged to meet competition to achieve excellence. I therefore throw you this challenge - get Singaporeans to return to the rugged society". Government anxiety over mounting obesity among youths would see the introduction of fitness initiatives like the Trim and Fit programme in 1992 and the All Children Exercise Simultaneously Day in 1993.

In 2015, the term "rugged society" made another brief reappearance. During Prime Minister Lee Hsien Loong's National Day Rally, he noted that the rugged society was one of three factors crucial to Singapore's success. Prime Minister Lee said that although the term "rugged society" is not used so often anymore, "our people must still be robust and tough and able to take hard knocks, always striving to be better.... If we are soft and flabby, we are going to be eaten up. We have to be rugged, we have to have that steel in us".

Shaun Seah is doing his Masters in East Asian Studies at Columbia University. He has a BA (History) from Fitzwilliam College, Cambridge University. Educated at Maris Stella High School and ACS (Independent), he was a Cadet Lieutenant in the National Cadet Corps and a Venture Scout.

NOTES

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A Rugged Society: Adventure and Nation-Building

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The call to create a "rugged society" in Singapore has resonated through the decades. Shaun Seah looks at how the...

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Perspectives of OE/ Outdoor Learning in other countries-Australia

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Perspectives of OE/ Outdoor Learning in other countries-Australia

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Introduction

The outdoor learning connection provides a framework for students to experience guided, integrated learning across the curriculum in natural environments. Students have the opportunity to gain unique and specific benefits from outdoor learning. They develop skills and understandings while valuing a positive relationship with natural environments and promoting the sustainable use of these environments.

This connection presents four dimensions, which have been developed in consultation with Outdoor Education Australia. Content related to outdoor learning in the Australian Curriculum can be delivered in a range of ways; some of these are outlined under models of delivery.

The following pages show how content from the Australian Curriculum: Health and Physical Education, Humanities and Social Sciences, Geography, Science, general capabilities and cross-curriculum priorities can be organised and delivered through learning in the outdoors (F-6) and outdoor education (7-10).

Links are also provided to relevant student work samples which illustrate student learning in relation to achievement standards.

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The outdoor learning connection provides a framework for students to experience guided, integrated learning across the curriculum in natural environments. Students have the opportunity to gain unique and specific benefits from outdoor learning. They develop skills and understandings while valuing a positive relationship with natural environments and promoting the sustainable use of these environments.

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Outdoor education

Outdoor education is an aspect of education outside the classroom (EOTC) and aims to extend the four walls of the classroom.

1. Learning Content & Resources /

2. Health and Physical Education /

3. Outdoor education

About this resource

This section from health and physical education in the New Zealand Curriculum outlines one of the seven key learning areas - outdoor education - through which the skills and knowledge identified in the achievement objectives are explored. It supports teachers to explore the structure, essence, and components of the learning area.

What is outdoor education?

Programmes in outdoor education are important for reconnecting increasingly urbanised and digitally focused ākonga with nature and their local environment. Through learning in outdoor education, ākonga can explore concepts such as manaakitanga (care and responsibility), kaitiakitanga (guardianship), whakawhanaungatanga (social connections), ārahitanga (leadership), and kotahitanga (unity and cooperation).

Outdoor education includes learning skills in specific outdoor activities, such as sea kayaking and tramping. It also includes developing an appreciation of the local area, learning the stories, and how the environment is connected to where they live. Outdoor activities foster the personal and social development of ākonga through experiences involving:

co-operation

trust

problem solving

decision making

goal setting

communication

leadership

responsibility

reflection.

Developing your local outdoor education curriculum

When developing outdoor education programmes, schools should:

create opportunities for ākonga to connect with the land, and to explore local stories and important places

take a 'place-based' approach rather than a 'challenge-based' approach

emphasise safe and sensible enjoyment of outdoor environments

make use of the school grounds and the immediate local environment

take opportunities for direct experiences that can be completed in a school day.

The underlying concepts and outdoor education

The underlying concepts are woven through learning in this area in the following ways:

In outdoor education programmes, the four dimensions of hauora are enhanced through safe, challenging, and enjoyable learning experiences in the outdoor environment.

Attitudes and values developed through outdoor education include:

a sense of fun and enjoyment

the value of personal and interpersonal skills

an appreciation of the traditions, values, and heritages of tangata whenua and other cultural groups

understanding of the environmental impact of outdoor recreation activities

care for the environment and the whenua

constructive attitudes to personal and group safety, challenge, and risk

the value of local environments to communities and groups.

Through the socio-ecological perspective, ākonga will investigate the importance of the outdoor environment and outdoor activities to the wellbeing of Aotearoa. They will critically examine social, cultural, scientific, technological, and economic influences on outdoor activities, on the environment, and on how the environment is used.

The enhancement of health promotion through outdoor education requires school-wide policies and procedures to ensure that appropriate activities, safe practices, and the most suitable community resources are selected, used, and evaluated.

Outdoor education programmes must follow safe practices and meet legal requirements.

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Outdoor education is an aspect of education outside the classroom (EOTC) and aims to extend the four walls of the classroom.

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Friluftsliv (in Scandinavian countries eg Norway)

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Friluftsliv (in Scandinavian countries eg Norway)

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Can UK settings learn from the Norwegian practice of being in - and connecting with - nature, asks Meredith Jones Russell

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Udeskole (Scandinavian countries eg Denmark)

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Udeskole (Scandinavian countries eg Denmark)

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It is August. It is first day of school and the sun is shining. The new pupils are curious and excited; their parents likewise. The school and the classrooms are decorated. The head teacher wears a suit and a tie, and the new pupils have new clothes, new school bag, combed hair, stars in their eyes, and great expectations. Nine years later, most of these expectations and stars are extinct.

It is not unusual to hear stories about pupils being tired of school and disengaged in school learning. Anecdotal evidence suggests that as early as primary school there are pupils who lose the urge to learn, and that approximately one third of these students have lost the desire to go to school at the end of secondary school. This lack of motivation may be due to the way school teaching and learning is organized in our society.

Scholars have pointed towards a number of inherent problems in the structure and organization of 'modern' education. Historically, the 'mainstream' curriculum has focused on the classroom, the book, the teacher, and the timetable. Perhaps, we are left with a school system that is a relic of an industrial society?

If policy-makers, headmaster, teachers, parents, and society at large wish to increase pupil's motivation to go to school, to learn and to continue with higher education, then a change in learning environment and teaching methods could be a way forward.

Udeskole: Education outside the classroom in a Scandinavian context

The Scandinavian concept of udeskole (meaning "outdoor school") has been described in a Norwegian context by Jordet, in a Swedish context by Dahlgren and Szczepanski and in a Danish context by Mygind. Udeskole targets children aged 7-16, and is characterized by compulsory educational activities outside of school on a regular basis, e.g. one day weekly or fortnightly.

Udeskole can take place in both natural and cultural settings, i.e. forests, parks, local communities, factories, farms, galleries, theaters etc. Teachers may draw on history and development of the local community to create a closer link between schools, community and local places.

A Danish geography teacher, for example, lets pupils take photos of different places in the local city: the parks, the castle etc. Subsequently, they work with local history and origins of names of places. Other specific examples include visits to local museums, cemetery or library.

Udeskole, however, has mainly been practised in green space to date. One example of teaching in natural places is Røsnæs School, which has a row of "green bases" in the local community, within walking distance. One of them is on private land, some on the school grounds and others on public land. Here, the pupils can identify plants and animals living a specific place.

Udeskole activities are characterised by making use of the local environment when teaching specific subjects and curriculum areas by, for example, measuring and calculating the volume of trees in mathematics, writing poems in and about nature when teaching languages or visiting historically significant places or buildings in history education.

Teaching and learning activities are often cross-disciplinary. Thus, the approach is often to work with an academic subject matter or concept in its real, concrete form to facilitate learning and understanding. Schools and teachers often argue for the potential of pupils' getting to know their neighborhood and visiting nature as an aspect of everyday life. Visiting and knowing their local environment can help them develop a sense of community; recognize and understand neighborhoods; and build a relationship with their own place and with local people.

Another example of udeskole practice is the teaching mathematics in the school yard with a focus on body and movement. A Norwegian math educator has developed a series of teaching activities where children's play and movement cultures are integrated with mathematics education. The pupils jump, run relays and use gestures. Pupils in a circle throw a ball while they say numbers in order to practice the time tables or jump math problems in hopscotch.

When practicing udeskole, teachers often encourage pupils work together in large or small groups. At several schools, pupils work together in groups and carry out specific practical task, such as build a table, light a campfire or cook lunch. Every autumn, a Danish teacher from Kalundborg conducts a course in mathematics and home economics; students in collaboration make their own jam of collected blackberries and use a homemade scale to follow a recipe.

Research on udeskole - and the future of outdoor teaching and learning

Emerging Scandinavian research on outdoor learning in school contexts have generally shown positive benefits. Research in Norway has documented the learning potential of udeskole. The influential case study-based 'Rødkilde Project' from Denmark found a significantly higher level of physical activity among pupils during outdoor learning in natural settings compared to a "normal" school day, and a Norwegian case study reached the same conclusion through an analysis of physical activity by heart rate monitors in a sixth-grade class.

In a Danish case study, the pupils expressed a significantly higher level of well-being, improved social relations and joy while being taught in the outdoors compared to classroom teaching. A Swedish study documented a stress-reducing effect on teachers using the outdoor environment for teaching.

Some might argue that my initial picture is a caricature or distorted version of the schools of today. But historically, and probably also in much of existing education, the school has focused on the classroom (as a generic learning space), texts (as transferable knowledge) and the teacher (as the knower) in a carefully planned school schedule (as sequences of selected and important knowledge), in a school system that has ignored places, people and activities.

If educators, teachers, school principals, researchers, and parents do not address some of these problems and change the school and institutionalized learning, there are definitely others who will. One way, among others, to address these problems could be through teaching and learning in natural places. In the future, it will be important to explore and answer questions such as: how is it possible to include external learning environments as natural spaces within the conditions that exist in schools and institutions.
Selected references and links about udeskole
Bentsen, P., Mygind, E. & Randrup, T.B. (2009). Towards an understanding of udeskole: education outside the classroom in a Danish context. Education 3-13, 37(1), 29-44.

Bentsen, P., Jensen, F.S., Mygind. E. & Randrup, T.B. (2010). The extent and dissemination of udeskole in Danish schools. Urban Forestry & Urban Greening, 9(3), 235-243.

Bentsen, P. & Jensen, F.S. (2012). The nature of udeskole: theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3), 199-219.

Jordet, A.N. (2008). Outdoor schooling in Norway - research and experiences. Conference proceedings, Healthier, Wiser and Happier Children. Outdoor Education - learning with mind, heart and body. Conference at Branbjerg University College, Jelling, 24 th-25 th January, 2008.

Mygind, E. (2007). A comparison between children's physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education and Outdoor Learning, 7(2), 161-176.

Mygind, E. (2009). A comparison of children's statements about social relations and teaching in the classroom and in the outdoor environment. Journal of Adventure Education and Outdoor Learning, 9(2), 151-169.
More about udeskole in Denmark
Peter Bentsen

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UDESKOLE IN SCANDINAVIA: Teaching and Learning in Natural Places - Children and Nature Network

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It is not unusual to hear stories about pupils being tired of school and disengaged in school learning. Anecdotal evidence suggests that as early as primary school there are pupils who lose the urge to learn, and that approximately one third of these students have lost the desire to go to school at the end of secondary school.

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Note that this doesn’t represent all of what’s going on in UK.

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Rather like defining sports or the arts, describing outdoor learning in a concise and inclusive way offers challenges.

Being too generalised does not highlight the unique qualities of outdoor learning as distinct from outdoor recreation, leisure, community or competitive sport, countryside or farming.

Excessive detail can narrow the focus and exclude some of the wide variety of approaches, participants, activities, locations, and outcomes in the field.

Describing Outdoor Learning

This current IOL description includes the work of volunteers, part-role, and full-time professionals and providers across the sector:

A Personalised Description of Outdoor Learning

Whilst the generic definition can be useful for many, the ability for individuals and organisations to customise the description to fit their audience and purpose is when it can be most beneficial. The starting point is answering five questions:

By completing the how, who, what, where, and why, professionals and providers can create a description that can convey their unique approach and work in the outdoors.

Some examples:

Benefits of Outdoor Learning

Whether an outdoor learning activity or experience is for a few hours, over a weekend or lasting many years, the chosen location, equipment and people involved can make each event unique.

Lifelong activity and learning
At the intrapersonal level: strengthening self-confidence through engagement with activities and the environment leading to lifelong participation and outdoor competence. Learning through experiences and developing skills, knowledge, character, resilience, and a positive approach to risk-taking.

Appreciating and valuing differences
At the interpersonal level: providing a safe and supportive setting to enhance social skills, appreciate and value difference. Making time to meet and interact with peers and role models from outside the home, school or work environment. Encouraging meaningful relationships across generations that foster tolerance, respect and kindness.

Sense of place and community
At the societal level: providing space for spontaneous, in the moment events that are driven by the needs and interests of self and others. Developing a sense of place leading to greater engagement with the community and an appreciation of the opportunities available to live, learn and work in the local area.

Care for the worldwide environment
At the global level: giving people a chance to 'unplug' and foster a connection that leads to respect and care for the natural world, an appreciation of biodiversity and sustainability, and pro-environmental behaviours.

Making The Case for Outdoor Learning

Research, reports, policy documents and news items in support of Outdoor Learning impacts can be found on the Outdoor Learning Research website. There is strong evidence that Outdoor Learning activities and experiences can have positive impacts on:

In addition, the 2015 Blagrave report on The Existing Evidence-Base about the Effectiveness of Outdoor Learning found:

Almost all outdoor learning interventions have a positive effect.

The effect attenuates over time: the effect as measured immediately after the intervention is stronger than in follow-up measures after a few months.

Evidence for the value of longer interventions. The systematic reviews found that overnight and multi-day activities had a stronger effect than shorter ones.

Theory of Change

The Institute recommends providers use their own theory of change model to describe the thinking (theory) behind how a designed programme or service will lead to beneficial outcomes and impacts for participants. The theory of change can be described and presented in many ways - the best way is that which is most appropriate to your audience.

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How activities and experiences in the outdoors lead to learning, increased health and wellbeing and environmental awareness.

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Impact of Outdoor Adventure Activities_A Review of Research in Outdoor Learning (Rickinson et al, 2004)

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Literature review on factors that affect outcomes of adventure education programmes

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Literature review on factors that affect outcomes of adventure education programmes

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How are Adventure Education Program Outcomes Achieved- Review of Lit_Mckenzie M

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In today’s session, we explored the definition of Outdoor Education. Depending on how individuals define it, it could determine their intentionality and hence influence how they conduct facilitate camps, which then affects the camp experiences of the students. It made me realise that aside from personality differences, our personal experiences with the outdoors due to our upbringing and beliefs could have a great impact as to how we conduct camps, and the effects it could have on the students.

We also looked into how we can create generative conversations that challenges our assumptions and allow us to ask good questions. I felt that this part of the session compelled us to be more in touch with our senses, getting us to pay attention to others through our senses. Only then, are we able to make good observations, become curious and ask good questions.

Afterwards, we looked into Outdoor Education in 4 other countries, comparing similarities and differences in terms of the learning outcomes, activities and what aspects we resonate with. We also looked into the benefits of Outdoor Education and the factors contributing to aforementioned benefits. It was very informative as to how different countries view and approach outdoor education, which is attributed to culture and environment.

Overall, I learnt a lot from today’s session as it gave me deeper insight as to what is outdoor education.

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Vince Reflection

- Theories & Concept in outdoor education is not all literature but a relation of practical field experiences and reflections

- the overview of OAE Master plan and timeline is important to understand how OE has evolved and also the increasing relevance and emphasis placed on it today

- do not assume OE is viewed and taken into context in every country

- benefits of OE education or experience can impact or can be influenced by many factors eg. School's position, Environment and Instructors etc

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Out of all the theories/concept sharing that we discovered to day, I find that the concept of making outdoor education as a way of life in the Scandinavian countries is the most intriguing to me. I resonate with such lifestyle and goal and personally hope that Singapore will get there too one day.

Another theory on how the size of a group can affect the success of the learning outcome of an Outdoor Education program also intrigues me. I remember how uncomfortable it got for me when I was part of a huge group of students and cliques starts to form and the sense of belonging couldn't be achieved. I fully agree that having the right size of group of participants is important to achieve effective learning.

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If possible, I'd like to try out and observe the difference in motivation for female and male students. I am not convinced that it's different based on gender alone and I'd like to find out if there are any other variables that determines student's motivation types which hopefully, I can leverage on to be a step closer to delivering an effective and successful OE program / experience.

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I have not started reading the book that you lent me. I'd like you to start sharing with us on the concept of Outdoor Education from a different lens and from a deeper and bigger perspective. As someone new to this industry, my perspective on how OE should be is mostly and heavily based on my personal liking.

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From today’s sharing, I only found out there’s a whole concept on outdoor learning in early childhood. I am aware that Singapore is trying to implement outdoor education in PE in primary and secondary schools, but I didn’t know that they are also trying to implement outdoor learning in kindergartens. I think that this can help the younger generation to be more exposed to the outdoors once they get older so that they can lead a more rugged society for the future.

For example, today I learned about the friluftsliv. It is a part of Norwegian national identity to participate in outdoor activities and how the children are exposed to the outdoors at a young age as part of their upbringing. They take more risk when exploring the outdoors compared to Singapore.

There were also other Scandinavian countries that interests me in terms of how they bring outdoor education in their life such as udeskole where they apply outdoors in the subjects that they are learning. For example, developing a series of teaching activities where children’s play and movement are integrated with maths education in the outdoors.

Not only that, but also since we are learning how to become an OAE, how we communicate to the participants plays a role in the learning outcomes. In today’s session, it broadens out my understanding about generative conversations on how different people may have different styles/methods but achieve the same learning outcomes. There are also many factors and benefits in OE to consider when dealing with students which includes the environment, the activities, the group of students and instructors.

I also remembered that we went through the timeline of how outdoor education started to understand the history of why and how it is important for us to have outdoor education in today’s generation. Hearing the others sharing about their outdoor experiences made me realise that different people have different perspectives of the outdoors.

All in all, I gained a lot of insights from today’s session, and I hope to learn more.

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One of the ideas that interest me is that how Scandinavian countries integrate outdoor learning into the subjects that they learn in schools such as maths, science and art. An example would be how I can make use of activities such as stream exploration to apply their understanding of the biodiversity which they learn during science class.

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Theories & Concepts in OE I (B13)_CN (15 Jul 24)_(Final slides)

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-Today we got the chance to look into the time line or history of the outdoor education journey and learned the important role an OE has in today's generation

-The early childhood outdoor learning had already kick in with the kids as early as 2 months to 6 years old .It aims to let them explore and discover.its part of holistic development and learning.Same goes with implementation of outdoor education in Primary and secondary levels.

-As an OE how we facilitate the camps and will affect the camp experiences of the students. Is down to our personalities or experience could make the difference or could have affect on the students.

-We also look on how we can create generative conversations which makes us to ask good questions.This really make us realise to pay attention to others through our senses.Hence this will make us a good observers and we will ask good questions.

-Learning the outdoor education from the 4 countries really fascinates me Comparing the similarities and the difference in term , activities and what aspects we resonate with .At the end of the days the objectives are met.

-I learnt a lot today,really broaden my knowledge and gives different perspectives of an OE .More coming up the next few days.

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I missed out on the morning session, but from what I heard was a recap of the OE master plan. I agree and resonate with the master plan as it finally gives Outdoor education a proper structure and an official platform to educate students. I remember that outdoor was done on a minor scale that was purely voluntary and as a small club. The teachers who want to conduct or promote OE must do it in their own time and effort. Now OE learning is integrated into the curriculum itself.

The outdoor scene has improved throughout the years and I would say it's going in a better direction.

Today we learned a bit about how other countries around the world see OE and how they conduct it. One thing we forget is that everyone has different perspectives and especially countries are driven by different purposes and reasons as well.

The reason why OE or OBS was promoted was to strengthen the young men in Singapore so that they could protect the country in the future. It's to prepare them for NS. The same goes for other countries that just gained independence. they are promoting OE to protect themself. This was a very interesting point of view that I learned today. Sometimes some reasons are political more than educational.

I really like the concept that the Scandinavians have, the Odeskole concept. Singapore has the Outdoor School Singapore or forest school that focuses on outdoor play or discovery at a young age. The Scandanavian actually uses the outdoors and physical movements to teach normal subjects in school. One example is to teach math and timetables by using hopscotch. I think if I had that opportunity in school I would learn better and be able to remember well. But then again this boils down to your preferred learning methods. some people are more hands-on while others are more visual. Nonetheless, I believe that outdoor play and discovery at a young age are very important in a child's development.

Friluftsliv is cool too, a way of life that embraces the outdoor or free air. Which i really agree and would love to teach my kids in the future.

I've heard of the 6 declines before in school about 10 years ago and sadly I would say it has declined even more. Technology is both a boon and bane.

in Summary, the main factors that i agree on are being put into the outdoors and challenges that bring you out of your comfort zone. Something that challenges and pushes you will help to bring about the best of you. Same goes for working in a team, people learn best in a group setting when they are given a challenge that they have to work upon.

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As a future educator , i need to remember my intention in teaching. To educate the youth and bring out the best in them. We may not belief in friluftsliv or have odeskole in all school but the concept of using outdoors to teach alot of subjects is one thiing that I would like to practice. Example, as easy as teaching kindness, we can use the natural setting and pick up trash to be kind to the forest so that it does not damage it. Outdoor education does not mean only rock climbing or kayaking it is a way of life. living in the nature or in our concept the urban jungle. We need to learn to appreciate the tiniest of green space we have in between the concrete jungle. This is what we need to teach the students.

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what concept do you personally find interesting and have used before. The concept that you think would really benefit the students from your experience. Maybe we can try it out and see if it still works with students from this era.

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A key takeaway from today lesson for me is most definitely how different the OE approach is in Scandinavian countries as compared to Singapore. While there may/are political or military reasons behind the introduction of OE in these countries, the continuation and perception towards OE is rather different.

While there are similarities between Scandinavia and Singapore, I feel that till today, there is still this perception amongst the general public that OE is just to have fun and do unconventional activities with schoolmates. The Scandinavian countries on the other hand view OE as a way of life.

I hope that there will come a day where more people in Singapore actively look towards OE with a broader mindset.

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I would love to incorporate the FruitLoops culture into my OE practices. It will definitely be different than the original, but its that sense of appreciation and respect towards the environment is what I want to work to inculcate to my participants.

While we may not have the luxury of vast wilderness, our government has made so much effort to have so many green spaces in our country and I will work to find a way to tap into that to increase our students appreciation to the environment.

I feel that as Outdoor Educators we need to be able to provide our best work with whatever we have available, rather than have things be available before we can do our best work.

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talked about the timeline on how and why the various OE history was put out into place to achieve a more holistic development for the students.

it made me realised that our upbringing/background plays a part on how we convey and run an activity. This might affect the outcome intended. But what we experienced in the past might not work for the current group of students. We have to change up our way of thinking and doing things in order to achieve the intended learning.

OE is not only being implemented in the PE curriculum but also in early childhood. It is important to start early so that it will be a norm for the children to explore and be exposed to OE and making OE not a foreign subject to them in the future.

looked into different countries and how similar their OE is with Singapore's. Countries like Australia, New Zealand and the scandenavians countries has the environment for schools to make it compulsory for their students to do OE all in the local environment. OE doesn't have to be done only in the wilderness which Singapore is lacking in however, it can be done in urban spaces as well, making it fun and enjoyable for the students.

looked into the benefits of OE(cognitive effects, social and physical behaviours) and the factors contributing to it (activities, physical environment, reflection, students, instructors)

I feel that OE helps an individual have a better decision making due to the hands on experience. Self-reflecting enables an individual to evaluate what the particular activity done has/will leave an impact emotionally. OE is done in the outdoors, the experience is so different compared to lessons done in classrooms.

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For me, I would like to impart the value of experiencing nature to the students. I would like them to enjoy being connected as well as show respect to the nature. With all the devices the tech world has on us, many of us are glued to them, sitting all day at home and not go out to appreciate the outdoors. There are many things that we can do outdoors.

And as an OE, I hope that the few days the students are able to connect with the outdoors, it will widen their perspective on how the outdoor is able to help them gain insights on things they have not thought of in the past. I will make the activities as engaging with the best of my capabilities. For example, learn fun facts about the particular flora or fauna and demonstrate a thing or two about it if possible.

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For my point of observation I really felt that  the students really need to be connected to nature at some point .By keeping myself equipped with extra knowledge will be a great one to impart to the kids .

Will inject something fun and nature related to the syllabus they learned at schools.This can be something useful when they relay back to school .

The ideas from how the Scandinavian integrates outdoor learning into what  they learned from schools is something we can look into.i will create differently as I need to cater due to our different wilderness environment and greenery but will find ways to make the students enjoy and appreciate the outdoor journey very much.

I will try to make the students really appreciate the nature and make their learning journey In the outdoors a memorable and something to look forward to.

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None of us enjoy being forced or coerced to do something we don't want to do.

Even when these 'things' are good for you, an approach that gives you the power to choose will always be more successful than feeling under pressure to participate because of some threatening external factor, such as my peers, the boss, a teacher, etc.

You can't change the way people think or act until you have changed the way they feel - this is a fact. Therefore, recognising that authentic change comes from within, this tool creates an environment within which people can feel comfortable making decisions consistent with, and appropriate to, the overall goals of your program.

In short, honouring choice helps interactions flow.

What Is Challenge by Choice?

A term first coined by Karl Rohnke (and later popularised by Project Adventure), Challenge by Choice is a powerful programming tool that states that people have the choice to determine their own level of involvement in any given activity. Nobody is or should be coerced to do anything they don't want to do.

Notice then, that Challenge by Choice shifts the responsibility onto you, the program provider, to create n environment that encourages your group's participation. Or, in other words, to create a space within which people can step outside their Comfort Zones into their Stretch Zones. This is exactly as it should be, and not the other way around.

Yet, if you take a good look around, you'll discover a disturbingly different picture. I have seen and been a part of too many programs which do nothing to foster a supportive environment, and just expect people to participate. Yet some program leaders wonder why they meet resistance.

It's More Than Just Saying 'No'

However, embracing this tool as a core theme of your programming approach is more than simply allowing your participants to say "No" and pull out of an activity.

Honouring Challenge by Choice allows people to pull back from a challenge that may push them into their Panic Zone, and rather than pull out, invites them to find another role (hopefully within their Stretch Zone) that works for them. You could call this a Challenge of Choice, whereby someone chooses their level of challenge.

For example, allowing an individual to choose not to be physically carried across the 'peanut-butter' pit as part of the Nitro Crossing team-building exercise because they would rather participate in the gentler problem-solving process. Or, instead of addressing the whole class, each student is invited to share their response to the teacher's question with a partner or small group.

When you are profoundly related to this powerful concept of choice, it will permeate every aspect of your program design and delivery.

It's the difference between "You have to..." and "You are invited to..." Or "If you make a mistake, you have to come into the centre of the circle..." and "... it's your turn to have some fun in the centre..."

Perhaps you already embrace this concept in your program. Fantastic.

But note, it's one thing to say "...this program operates under the philosophy of Challenge by Choice..." It's entirely another thing to be responsible for a program that speaks to, honours, and fosters an atmosphere in which people genuinely feel comfortable to willingly step outside of their Comfort zone.

Environment dictates performance.

To this end, one of your primary responsibilities as a program leader is to create an environment in which all of your group members can make appropriate choices, consistent with the goals of your program.

A Word on Participation

Many people - program leaders and participants alike - often confuse Challenge by Choice with 'participation.' This is a simple trap.

A case in point...

Many years ago, I trained a team of police instructors to deliver a program that purposefully mixed police recruits with groups of 'youth at risk.' To be honest, I'd be hard-pressed to think of two more diametrically opposed groups.

By mid-morning of the first day, the program was humming along nicely, however, two of the young people chose not to join in. As a part of the facilitation team, I respected their decision to sit out, but I did take it somewhat personally because I could not see any reasons why they should choose to not join in. Ignoring even the urgings of their friends, nothing it seemed could motivate these two girls to participate. By day's end, the two girls did not move from their comfortable sidelined position.

And then, it happened.

To wrap up the day, the top brass of the police squadron asked the group a few questions, a debrief of sorts, including the stock standard "What did you learn about each other today?"

To my shock, one of the two girls put up her hand. I'm thinking, "What smart-arse comment are you going to make. You didn't participate all day?"

She replied something to the effect, "I didn't think the coppers would laugh at the same things we did!" And then it hit me. This girl had been participating all day; she just chose (for whatever reason) to do it from the sidelines. It was one of those 'aha' moments we all strive for and was only made possible because of the atmosphere that had been developed during the day, particularly enabled by the use of Challenge by Choice.

If this girl had been forced to participate, I am certain that the result would have been very different.

The girls joined the rest of the group on the second day and had a blast.

Essential Tools

Honouring Challenge by Choice is just one of a set of five essential tools I use to intentionally create a positive learning environment and influence the way people feel.

You can learn more about playmeo's innovative approach to education by clicking the links below.
This article about honouring Challenge by Choice has been adapted from No Props No Problem: 150+ Outrageously Fun Group Games & Activities Using No Equipment and Serious Fun: Your Step-by-Step Guide to Leading Remarkably Fun Programs That Make a Difference.

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What Is Challenge by Choice? Learn How to Use this Powerful Tool

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Wondering What Is Challenge by Choice? Click to learn more about this powerful programming philosophy that empowers participants & elevates their potential.

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Theories & Concepts in OE (B13)_CN (17 Jul 24)_(Final slides)

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If you wish, you may start your response with: “I used to think… , but now I think…”.

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1. Adventure Experience Paradigm

This framework allowed me to gain some insights in explaining students’ behaviour when faced with a challenge (risk x competence). Through introducing adaptive dissonance into the equation, it gave me some ideas as to possible reasons on why certain students will act a certain depending on their perceived risk and competence when faced with a challenge.

2. Views of Adventure (NA vs BA)

This framework allowed me to understand the types of adventure activities, and in fact made me realise that rather than categorising these activities as discrete variables, it is perhaps more beneficial to view them as a spectrum — where elements of NA activities and BA activities could be used in both types of activities.

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As mentioned in the previous post, I would possibly try incorporating “Narrow vs Broad view of adventure” framework into my future practise.

During broad-based activities like journey, I could incorporate group activities along the way to engage students.

During narrow-based activities like high/low elements, I could assign responsibilities to students to get them to reflect more about the intentions.

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I used to think that the idea of “Challenge by Choice” is merely giving students the autonomy to decide whether they want to participate in the activity or not. But now, I realised that the framework is much more complex. Not only it is just about the letting them decide, but it also comes with letting them determine their own level, judge their own level of mastery and taken control of their depth of learning.

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Today's takeaways is about some points and one of it is:

Adventure which can be features into 4 points uncertainty, authenticity,agency and mastery.If the facilitator did not carefully manage the points above the learner experience may leads to a negative experience .

Narrow and broad adventure are another concept learn whereby:

Narrow adventure mainly focus on less responsibility given to student unlike broad adventure,little effort required and limited duration whereas broad adventure are given extended time .

Risk are unavoidable and critical experience learning.Its add an energy and excitement for learning.So the outcome will make the learner be more self confidence on personal growth.

We also do some activities on the comfort zone model whereby we choose our zones based on the questions asked,it can be comfort,growth/learning or panic/stress zone

We also learnt the pro and cons to be in comfort zone. We are able pick up some valuable points be it pro or cons. It how we look at it and applies it in future.

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I have this thinking that the narrow view adventure are mainly for those with less or no confidence to fulfill the activities whereas broad view adventure are those with high confidence level.In actual facts we can twitch a bit on the rules for both adventure.By adopting these simple strategies, learners will put in effort and gain some achievements in their activities.Importantly this will build up their confidence level.

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I will use the concept of narrow and broad view adventure.For me I will use this concept as it allows me to toggle between this two adventure but it depends on the confidence level of the students .I wouldn't mind to increase the notch or by giving extra responsibilities even if is meant for NA.Nevertheless I will asses the student needs before deciding on which method to use.

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Having a debate about whether being in a comfort zone is the best way for a student to learn was a fun way to see both sides, weighting out the pros and cons of each. I feel that there is no one answer to it as we’ll have to see the profile of the students and adjust accordingly. Also as a facilitator, how ready are you to facilitate the students to grow beyond their comfort zone enabling them to enter the Growth/Learning Zone. In the end, it will be them deciding whether they want to take up the challenge. Overtime, ones' Comfort Zone will get bigger while the Panic/Stress Zone gets smaller as we experience and get exposed to various situations.

Similarly, deciding whether an activity should be in the Narrow or Broad Adventure, we have to analyze the students competency. Because of time constraints and a fixed matrix for each camp, there’s not much we can do. However, we can change the perspective in a way that it could be towards the Broad Adventure. For instance, allowing students to think for themselves instead of spoon feeding them information or let them have roles so that they can have a sense of responsibility to feel proud of.

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I feel that as a facilitator, we have to facilitate the learning and growth of the students in a way that they feel a sense of accomplishment at the end of the camp. Adapting the Adventurous Learning Approach would be something I would like to try out. There will be uncertainty for both the students and myself. Hence, being adaptable and open minded are important to ensure the program carries on with the objective(s) still in mind. I would encourage independent thinking, allowing the students to exercise agency in a way that they will have power to lead and learn on their own. Doing so, I will still have to keep track and ensure they are on the right track.

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I used to think that to grow as an individual or a group, you have to come out of your comfort zone but now I think that shouldn’t be the case all the time. Some require time or are just comfortable staying inside their comfort zone as it might be their best way to absorb and pick up something. As a facilitator, we can be there to encourage them to try but in the end it will still be a “Challenge by Choice” for the students. We should not force them as we wouldn’t know if pushing them could actually trigger them to be in their “Panic/Stress Zone”, or worse case scenario, turn into a traumatic experience for them.

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Based on the Adventurous Learning concept, I used to think that facilitators should encourage criticism and independent thinking. For instance, stepping back to give participants a sense of control over their own education. However, to get started or better comprehend the activities, some participants, might require the facilitators to provide them with detailed instructions or spoon-feed them information. Therefore, how we facilitate and adapt to situation matters on the participants abilities as well.

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I would want to try out NA vs BA concept when conducting my outdoor activities because being in the outdoors can be unpredictable hence, I want to learn or be able to ensure that my students can achieve the learning outcomes with the different factors that contributes to their learning. I think that this idea of NA and BA is not a fixed model but it is a wide spectrum that can consist both NA and BA for the outdoor activities.

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My key takeaways from today would be the concept of Narrow Adventure vs Broad Adventure. This idea of how it is conducted or planned out interests me most because it gave me another perspective of how activities can be carried out. From this concept, I can learn how to adjust the outdoor activities in a way where it is possible to  consist of both NA and BA because of its degree of wide spectrum.

There are a lot of factors that contributes to one's learning for example the duration of the camp, the efforts required, the levels of challenge and the participants responsibilities/roles during the camp. However, with all of these factors that were mentioned, I think that it is possible for the participants to experience both NA and BA during the outdoor activities when planned out properly to enhance their learning according to the camp programme.

Another takeaway from today would also be the debate over whether or not students learn best outside of their comfort zones. I now have a better understanding of its benefits and drawbacks thanks to this debate. In my opinion, there is no right or wrong response rather, what matters is how OAEs are able to put together their experiences after each activity and also to assess our readiness to deal with various circumstances in order to guarantee that participants receive valuable learning outcomes. For example, our participants will be placed in the growth/learning zone or the panic/stress zone if we do not feel fully prepared.

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The OE theory/ concept that stood out the most to me was David Kolb’s Experiential Learning Cycle and the Stretch Zone Experience. David Kolb’s Experiential Learning Cycle shows how an adventure is not just a passive experience to have fun and thrill but is actually an entire process of digesting an experience. From reflective observation of what have happened, to conceptualizing about it and then to actively experiment on the conclusions/solutions to it. This makes MOE camps’ night light and progressive reflective sessions makes sense and purpose for students. This helps me understand further why camps starts with an “Initiation/goal setting” and ends with “night light and consolidation”. It’s like having a proper start and end so that educators and student can really reflect and transfer it to their life/school after camp.

As for the Stretch Zone Experience, it shows how people can grow safely and efficiently without going into the “Panic Zone” phase where substantial physical/mental harm can occur. This shows how our adventure experience should be designed. Also, how educators should be careful of how “being comfortable with being uncomfortable “ can go bad if not monitored closely. This opened up my mind to my rather extreme mindset about being comfortable with discomfort to grow and be better. I now see it in another light for students as an educator. Everything must be done with careful consideration, intention, purpose and progression. Comfort does not always mean learning does not take place.

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I’d like to apply the Stretch Zone Experience to gauge and ensure students learn best and achieve peak performance without going into their panic zone. It’s also a great way for me to understand them better and ensure individuals grow at their own pace. To ensure they have a positive and meaningful camp that impacts them outside of camp too. To watch them grow out of their shell safely will be ideal.

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Through the debate session we had, I now see clearly how everything must be done with intention and balance. Every student comes into a camp with different backgrounds and capability. All have different strengths, weaknesses, hobbies and goals. So applying the stretch zone concept will vary and unique to every individual. I used to think that camps’ adventures should be extremely thrilling to push us beyond our limits so that we can conquer our fears and rid off our weaknesses. Now, as an educator, I see education as something done with heart and lots of intention for the betterment of the student. Not just based on what I like personally.

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I used to think that the challenge by choice concept was a simple desicion making idea. Basically just challenge by choice. You have the choice to carry out the task or not. However, with further discovery of this concept, i noticed a few things that is present but often overlooked.

I realised that many times, when we give participants the challenge by choice option, many times none of the challenges are their choice to begin with. Today's lesson made me realise that the most common concept we apply is challenge of choice. Your choices are between the different challenges provided, rather than the choice of carrying out the challenge or not.

Today's sharing helped to share more light on a concept which i have perceived to be a simple one. It has made me realise the full spectrum of the challenge by choice concept and the difference between whatever i thought i was doing, and what i have been dping thus far. It may not seem much at surface level, but i feel that being able to explain and apply the different categories to the participants will make them understand what and why they have to go through with the challenges that they are given.

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The comfort zone theory is one that i would like to explore further and apply in future programmes. I feel like i have been blatantly preaching that in order to grow, one must exit their comfort zone. But after today's discovery, i noticed how ignorant i was towards this.

I will use this theory by letting my future participants know that being in their comfort zone is nothing bad, and learning can most definitely take place within it. I will have to let them know that their comfort zone is ever changing and it will grow and shrink according to what they do. I will also need to let them understand that in order for it to grow, they will have to leave it for abit and enter the stretch zone for awhile to grasp new ideas and experiences before heading back into their comfort zone to understand and internalise the concepts.

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All the theories that we learn can be linked and are related to each other. They can be used to complement each other. Importantly is how we use it and facilitate the leaning. I especially like the comfort zone theory as it is something i strongly belief in. There must be a challenge and some discomfort in order for learning and growth to occur. I believe that it is our duty to bring out that growth throught the camps and activities thatwe conduct.

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I would like to practice and try out the adventurous learning model. Especially the Agency part. Giving the students choices and roles to practice learning about consequences. The key is to give enough but not too much choices. depending on the situation.

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I use to think that challenge by choice is the only concept. I have heard of challenge of choice before. No I understand better about the 5 different challenge level and how to apply it better in the future. Not everything is about CBC, some things should still be done to encourage participation. The key word is to facilitate and encourage the students to take a step higher and progress better. At the same time trying to avoid the student from falling into panic Zone and having a bad image of camps

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I learnt about the different concepts surrounding OE that was published over the years. As OE evolves, we can understand that there concepts that still applies today while some suggests that a balance of reaching the Peak adventure is a good guidance. The debate session around students learning within or out of the comfort zone, continue to exist though most arguments would still be skewed toward the latter.

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Any concept or challenges that allows the students to stretch beyond their usual comfort zone within assessed RAM could be another level to bring out their resilient spirit in the students