Principles of Expeditions in Learning

The Outward Bound Schools have developed these ten principals of expeditionary learning. Delta aims to emulate these principles in its campus explorations of learning environments (Expeditions in Learning).

THE PRIMACY OF SELF-DISCOVERY
(*self selection for participation, sharing learning needs, sharing your experiences)
Learning happens best with emotion, challenge, and the requisite support. People discover their abilities values “grand passion,” and responsibilities in situations that offer adventure and the unexpected. They must have tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement.

THE CAPACITY FOR WONDERFUL IDEAS
Teach so as to build on people’s curiosity about the world by creating learning situations that provide matter to think about, time to experiment, and time to make sense of what is observed. Foster a community where people’s ideas are respected.

THE RESPONSIBILITY FOR LEARNING
Learning is both a personal, individually specific process of discovery and social activity. Each of us learns with in and for ourselves as a part of a group. Every aspect of a program must encourage individuals to become increasingly responsible for directing their own personal and collective learning.

INTIMACY AND CARING
Learning is fostered best in small groups where there is trust, sustained caring, and mutual respect among all members of the learning community. Keep learning groups small. Be sure there is a facilitator looking after the progress of the group and individuals. If possible, arrange for the older, more seasoned participants to mentor the younger ones, as well as the younger ones to help re-energize and revitalize the older ones.

SUCCESS AND FAILURE
All participants must be assured a fair measure of success in learning in order to nurture the confidence and capacity to take risks and rise to increasingly difficult challenges. But it is also important to experience failure, to overcome negative inclinations, to prevail against adversity, and learn to turn disabilities into opportunities.

COLLABORATION AND COMPETITION
Learning groups should join individual and group development so that the value of friendship, trust, and group endeavor is made to manifest. Encourage participants to compete, not against each other, but with their own personal best and with rigorous standards of excellence.

DIVERSITY AND INCLUSIVITY
Diversity and inclusivity in all groups dramatically increases richness of ideas, creative power, problem-solving ability, and acceptance of others. Encourage people to investigate, value, and draw upon their different histories, talents, and resources together with those of other communities and cultures.

THE NATURAL WORLD
A direct and respectful relationship with the natural world refreshes the human spirit and reveals the important lessons of the recurring cycles and cause and effect. Students learn to become stewards of the earth and of the generations to come.

SOLITUDE AND REFLECTION
Solitude, reflection, and the silence replenish our energies and open our minds. Be sure participants have time to explore their own thoughts, make their own connections and create their own ideas. Then give them opportunity to exchange their reflections with each other.

SERVICE AND COMPASSION
We are crew not passengers, and are strengthened by acts of consequential service to others. One of a program’s primary functions is to prepare its participants with the attitudes and skills to learn from and be of service to others.