Expeditionary Learning

Multiple intelligence theory was first proposed by Harvard University Professor, Howard Gardner in 1983. He underlined eight intelligences, namely, bodily-kinaesthetic, visual-spatial, logical-mathematical, verbal-linguistic, musical-rhythmic, intrapersonal, interpersonal, and naturalistic (Gardner, 1983). The Multiple Intelligences theory are formed on three basis, there are variations in intelligences, different people have different minds and

Purpose: Discourses celebrating Kurt Hahn's practical and intellectual contributions to the field of progressive education are ubiquitous. However, the centrality of sexuality in Hahn's educational aims is often misrecognized in contemporary accounts. The purpose of this paper is to provide an historical and historicized contextualization of Hahn's hypervigilance on young male sexuality as it pertained to his educational aims.

Design/methodology/approach: This is an historical analysis of sexuality in Kurt Hahn's educational aims and practices. It draws on Hahn's own writings and speeches, coupled with documents from his students and colleagues, educational historians, German historians and historians of both world wars. The paper is informed by critical theory as well as critical approaches to gender, sexuality and pedagogy.

Findings: Contrary to contemporary accounts, Kurt Hahn was neither a liberal nor modernizing progressive educator, nor was he interested in generalized sexual repression. Hahn developed a homophobic pedagogy due to his belief that inside all young males were the latent capacities to either be homosexual or contribute societal value. His political-aristocratic allegiances, desire to identify and educate future ruling classes and fear homosexuality was the death of social value led to the use of adventure as a form of preemptive conversion therapy.

Originality/value: This paper links several historical threads and analyses to provide a unique vantage point for understanding the origins of adventure as pedagogical intervention and Kurt Hahn's aims of education.

This paper is gleaned from years of learning through various styles and limited
experience as a design educator. A myth was broken in an effort to 'educate design
students'. 'Teaching' and 'Learning' are not equal experiences as both are driven by
entirely different motivations. In spite of a teacher's good intentions to inspire
students to learn, a chasm lies unattended. Plato's Allegory of the Cave, illustrates the
pains of learning first hand versus mere teaching or instructing. Within formal
conventions of curriculum, semester, contact hours, teaching and learning for
employability etc, Teaching is governed by fixed time, lesson plans and learning
outcomes. Push and Pull strategies tend to be used to 'enforce learning'. The paper,
however questions this approach with an intention to relook at Teaching and Learning
for this day and age. Why not shift focus away from Teaching towards Learning?
Why not go beyond instruction or sharing of past accumulated knowledge? What if
learning could become a joint expedition opening out learners to new and present
knowledge with or without the teacher? What is the essence of aesthetics required to
be learned? Must aesthetics be taught as a subject with a heavy theoretical
foundation? What could change if aesthetics became an act, practice and habit of
simple observation, appreciation, and creation in response to the former. Finally, can
expedition theory be used to nurture aesthetics as an essential trait for growth and
development? The theory also explores an evolved form of learning, that is 'Learning
by Teaching'.

Academic Duties/Recognition/Esteem Markers: Dr Clive Palmer
Principal Fellow Higher Education Academy (PFHEA) 2022
PhD Supervisor of the Year: The Postgrad Awards Winner (2022) FindAUniversity.com
Times Higher Award for Research Supervision (national shortlist 1/8) (2021)
National Teaching Fellow (2019)
Senior Fellow Higher Education Academy (SFHEA) (2020)
Senior Research Fellow: THRiVE Research Centre. CLiP Collaborative Learning in Practice [Project 1]. Student Midwife Continuation of Carer [Project 2]. Coaching for learning in Midwifery teams, UCLan and Lancashire Teaching Hospitals North West (2020/2021). PI: Dr Anna Byron NTF
Higher Education Academy Reviewer: National Teaching Fellow Award (2022/2023 cycle).
UKCGE Recognised Research Supervisor (UK Council for Graduate Education) September 2020
UKCGE National Reviewer (UK Council for Graduate Education) March 2021
Visiting Professor in Sport and Physical Education (Hunan Normal University, Changsha, China, 2019)
Ethics and Research Lead for Taught UG/PG Programmes. Allied Health & Wellbeing Faculty Research, Innovation & Ethics Committee (2018-date)
Teaching Excellence Steering Committee UCLan (2020): [ongoing] Institutional.
Co-Chair of ICE Inter-Collaborative Education UCLan (2020): [ongoing] Institutional: [Clive Palmer NTF and Emma Gillaspy NTF]
Editor in Chief: Journal of Qualitative Research in Sports Studies ISSN: 1745-2375 (2007-date)
Series Editor: Sporting Image and Outdoor Image. SSTO Publications Sport and Wellbeing Press (2009-date)
Fellow Higher Education Academy (2013)
External Subject Specialist (Outdoor): School of Sport, Health and Exercise Sciences. Bangor University.
External Advisor: (PE and Outdoor) University of Chichester, Institute of Sport Periodic Review Panel (2020)
External Examiner: Chester University: BA Outdoor Education and Adventure Management. 2006-10.
Association of National Teaching Fellows (member)
International Federation of National Teaching Fellows (member)
Web of Science Researcher ID: ABG-5003-2020
      https://orcid.org/0000-0001-9925-2811
      Publons Academy (2020) Qualified Reviewer MDPI Open Access Journals, Multidisciplinary Digital Publishing Institute, Basal.
      Publons Academy (2020) Qualified Review Mentor. MDPI Open Access Journals, Multidisciplinary Digital Publishing Institute, Basal.
Programme Leadership:
UCLan: Appointed at in 2008 to lead UKCC Level 4 Masters degree in Elite Sport Coaching. Then subsequently led course teams on the BA Sports Studies and BA Coaching degrees, and MA Outdoor Practice.
2000-2008 Liverpool Hope University: Curriculum Lead for Physical Education on BA Sports Studies.
1990-2000 Halton College, Cheshire: Course Leader: GCSE PE, Access Sports Science, BTec ND Sports Science 
Editorial Board Positions:
Journal of Qualitative Research in Sports Studies (JQRSS) ISSN: 1754-2375
Sep 2007 to date (University of Central Lancashire, UK)
Annals of Physiotherapy & Occupational Therapy (APhOT) ISSN: 2640-2734
Jan 2021 to date (MedWin, USA)
Social Sciences ISSN: 2076-0760
June 2022 (MDPI, Multidisciplinary Digital Publishing Institute, Basel, Switzerland)
Active Peer Reviewer for:
• Philosophies (ISSN: 2409-9287)
• Journal of Sport and Tourism (ISSN: 1477-5085)
• Religions (ISSN: 2077-1444)
• International Journal of Environmental Research and Public Health (ISSN 1661-7827)
• Sustainability (ISSN 2071-1050)
• Sports Biomechanics (ISSN: 1476-3141)
• Innovations in Education and Teaching International (ISSN: 1470-3297)
• Developing Academic Practice ISSN 2732-5725  (Online: University of Liverpool, UK)

 

Curriculum integration often appears complex and when this happens those who are involved with providing professional development or teacher education may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic.

Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic, will enable teachers to better respond to the everyday multiplicity of surprises that are part of their ever-changing world.

This another a/r/tography inquiry from the A/r/tography Research Group at The University of British Columbia.

Eisner, Gardner, and others have argued that the arts should be better integrated into the K-12 curriculum. In this study we examine three high school senior boys who, as part of a unit of instruction on identity, each produced a mask through which he artistically expressed his sense of self. Using a sociocultural framework based in the work of Vygotsky, we analyzed the boys' composition of their masks in terms of their goals for working on the project, the material and psychological tools they employed to produce the masks, and the settings in which they learned how to use their compositional tools for such purposes. Based on both concurrent IJEA http://www.ijea.org 2 and retrospective protocols that the boys produced in conjunction with composing their masks, we investigated their processes of composition as what Gee terms identity projects; i.e., as efforts to project themselves into their mask texts and as part of their long-term projects to explore and develop their personal and sociallysituated identities. Each participant used the mask-making composition as an occasion for inscribing his experiences, beliefs, and emotions into the text, albeit in different ways and toward different ends. The study concludes with a consideration of the use of arts in literacy education, a reconsideration of the limitations of language-based-only conceptions of literacy, and the possibilities for expanded learning opportunities when English/Language Arts classes open up students' textual tool kits to allow for broader opportunities to engage with the curriculum.

In autumn 2016, WWT’s Sacha Dench will endeavour to link up and stimulate conservation efforts across the flyway by flying a paramotor and following the Bewick’s swans as they migrate from the Russian arctic to the UK. She will emulate their feat – flying at the same speed and height as a swan, using the same sites they use, contending with the same conditions. This record-breaking journey is called Flight of the Swans. Conservation workshops in Estonia, Lithuania, the Netherlands and Russia are being planned to coincide with the flight and aim to shed light on why the Bewick’s swan population is declining, identify existing threats, and plan conservation activities. These workshops offer a valuable opportunity to review the progress we have made, along with our collaborators and partners, in implementing the Action Plan.

Background and study aim. Research on value orientation, whether general or focused on a population of university students, is a
complex issue involving philosophical, psychological, sociological and educational dimensions. The fundamental question of our
research was whether it is possible to influence the value preferences of students in subjects and discourses other than philosophy,
ethics and the humanities and social sciences in the broader sense.
Methods. For the purposes of this exploratory research, a winter expedition course (snow shoeing and camping), part of the curriculum at the Faculty of Physical Culture, Palacky University Olomouc, Czech Republic was chosen. To determine any changes
in the perception of values in the research group (n = 27), the Q-sorting method with forced selection of 18 items (values) was
applied. Data was collected twice; a month prior to the course and immediately after the completion of the course.
Results and conclusions. The research suggested that the greatest shift towards higher importance was in the category “a Peaceful
world”. This could be particularly explained by the programme’s focus and the geographical-cultural environment of the expedition
(references to World War II events in the terrain). On the opposite end of the scale, less important items after the course included
“Happiness” and “a Comfortable life”, which might be associated with the need to overcome discomfort and pain while hiking
through a winter landscape, with its natural impact on self-reflection and ideas about one’s own life path

The article focuses on spirituality on two semantic levels: the first one analyses participants’ experiences during a winter expeditionary course on snowshoes and considers the question of whether residing in the winter landscape with a community of other people may acquire a spiritual dimension in spite of the non-religious environment. The second level verifies whether the trans-rational method of systemic constellations may be used as a research tool, that is, as a specific source for data collection (different from other sources and methods). The research applied a phenomenological approach to the analysis of unstructured interviews (n = 12) and constellation insights; the result confirmed indisputably
that certain kinds of experiences obtained in a completely nonreligious environment (namely, during a winter expedition on snowshoes in the mountains) can be considered spiritual. The answer to the second question is also positive, since the application of systemic constellations results in different data in comparison with their verbal acquisition. Symbolic images that point out the system and its unaccepted elements deepen the understanding of both the individual and the nature of their
spiritual experience.

Curriculum integration often appears complex and when this happens those who are involved with providing professional development or teacher education may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic. Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic, will enable teachers to better respond to the everyda...

Eisner, Gardner, and others have argued that the arts should be better integrated into the K-12 curriculum. In this study we examine three high school senior boys who, as part of a unit of instruction on identity, each produced a mask through which he artistically expressed his sense of self. Using a sociocultural framework based in the work of Vygotsky, we analyzed the boys’ composition of their masks in terms of their goals for working on the project, the material and psychological tools they employed to produce the masks, and the settings in which they learned how to use their compositional tools for such purposes. Based on both concurrent

This case study examines how a teacher defined 'my kind of teaching'. We focus on a dramatic production of Charlie and the Chocolate Factory and frame the teacher's discussion with Dewey's significant moments of experience. Findings indicate the teacher shifted her role to a facilitator position, learned alongside her students, and connected her past experiences with acting. Implications point to expressive teaching moments as experiences in which teachers might extend state-mandated curricula, connect with their personal lives, and find delight in teaching.

This article explores findings from a two-year study of the Expeditionary Learning (EL) professional development program for teachers. Using case study qualitative methods, we present findings about how EL meets the challenge of preparing teachers to teach in innovative ways. We investigate how EL structures experiential professional development for its teachers, the strengths and challenges of these experiences, and how the experiences affect teachers' implementation of professional development in their classrooms.

Curriculum integration often appears complex and when this happens those who are involved with providing professional development or teacher education may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic. Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic, will enable teachers to better respond to the everyda...

Curriculum integration often appears complex and when this happens those who are involved with providing professional development or teacher education may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic. Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic, will enable teachers to better respond to the everyda...

Curriculum integration often appears complex and when this happens, those who are involved with providing professional development or teacher education, may be inclined to promote simplistic or solution-oriented approaches to facilitate integration. Many variants of a problem-solution model exist, and programs that encourage teachers to identify a few difficulties and then strategize possible ways to remove those difficulties more than likely minimize the very benefits of an integrative program. In contrast to this, we propose a conceptualization of curriculum integration that is rhizomatic. Supporting and extending the research that integrative arts practices lead to imaginative, flexible, and embodied pedagogical praxis, a rhizomatic integration of the arts values complicated and disruptive possibilities that enliven the imagination toward more socially just ways of living and learning. Integration, when understood as rhizomatic will enable teachers to better respond to the everyd...

This article explores findings from a two-year study of the Expeditionary Learning (EL) professional development program for teachers. Using case study qualitative methods, we present findings about how EL meets the challenge of preparing teachers to teach in innovative ways. We investigate how EL structures experiential professional development for its teachers, the strengths and challenges of these experiences, and how the experiences affect teachers' implementation of professional development in their classrooms.

The article focuses on spirituality on two semantic levels: the first one analyses participants’ experiences during a winter expeditionary course on snowshoes and considers the question of whether residing in the winter landscape with a community of other people may acquire a spiritual dimension in spite of the non-religious environment. The second level verifies whether the trans-rational method of systemic constellations may be used as a research tool, that is, as a specific source for data collection (different from other sources and methods). The research applied a phenomenological approach to the analysis of unstructured interviews (n = 12) and constellation insights; the result confirmed indisputably that certain kinds of experiences obtained in a completely nonreligious environment (namely, during a winter expedition on snowshoes in the mountains) can be considered spiritual. The answer to the second question is also positive, since the application of systemic constellations ...

Regardless of aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between PBL, curriculum trends and health and wellbeing are reviewed and potential value of schools bringing the three together to enhance learning. Interviews were undertaken with students (n=37) following a range of two week residentials involving PBL to examine students' perspectives on connections with prior learning at school, the approach to learning and any connections to health and wellbeing. The results from the hierarchical content analysis revealed five emerging themes. Implications for theory, practice and further research are discussed.

Official photographer and fellow climber of the Hillary & Tansing  successful Everest summit expedition, Alfred Gregory remarked publically “In 1953 I photographed the silence on Everest. It is no longer there.” So, what has changed? What is the challenge? This is the challenge: expeditions are risky, expensive and hard. Historically expeditions have been forms of sport, spectacle and political theatre. 'A journey undertaken by a group of people with a particular purpose, especially that of exploration, research, or war' (Oxford Dictionary). They are pilgrimages, sabbaticals and retreats into new worlds. They also leave an environment, and its people, changed forever.
A month ago, I reached Everest Base Camp (5364m) with the plan to summit in the last week of May: a dream, shaken, but not destroyed, by a sequence of devastating earthquakes. Today I share with you my story. Not the one linked to the headlines of destruction, trauma and terror across Nepal, but the story of the discoveries that I made in my self-determination which were critical to my survival and relevant to Amplify here in Sydney. Because I suspect, “In 2015 I photographed the noise on Everest, and it is no longer there.”