Adventure education and Csikszentmihalyi's flow theory: A critical analysis of stress and optimal experience as learning tools

This thesis explores the relationship between stress, brain learning theory, experiential education, Csikszentmihalyi's (1990) flow experience and learning in an adventure education environment. Current brain research indicates that the most optimal learning environment is one where stress is lowered and participants are able to experience relaxed alertness, flow, or comfort zones, and as a result, increase self esteem. Much adventure education literature is based on instructors raising stress levels so that participants leave comfort zones and experience anxiety in order to learn, yet promote the same outcomes as flow; raised self esteem. These discrepancies are explored from a feminist perspective. Fifty Outward Bound Canada instructors were surveyed and four instructors were interviewed to further explore the survey questions. The results indicate that instructors want participants to gain self-esteem yet use stress as a learning tool. Cultural influences, the influence of Kurt Hahn, and the need for education are explored.;Key Terms: Optimal Experience, Anxiety.