The Caring Capacity: A Case for Multi-age Experiential Learning. Tangen-Foster, J. & Tangen-Foster, L. Electronic Green Journal, 1998. Number: 9![The Caring Capacity: A Case for Multi-age Experiential Learning [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The Caring Capacity: A Case for Multi-age Experiential Learning Jim Tangen-Foster and Laurel Tangen-Foster Moscow, Idaho Introduction When traveling from village to village, the Masai elders of East Africa have a greeting that translates to, How are the children? The greeting suggests that with the welfare of the children goes the welfare of the entire community. Our own experiences tell us that children who feel loved, appreciated, and cared for are more likely to love, appreciate, and care for others and for the environment. Children need to feel that they belong and that they have an identity within a group. They learn how to nurture through the experience of being nurtured. They learn respect for others and the environment through experiences with others in the natural environment. One of the most effective ways to instill such values is to provide opportunities for children to nurture and to be nurtured by other children and adults in an experiential environment. For nearly 20 years we have been involved in designing multi-age, experiential outdoor learning environments for children and youth ages 3 to 18 and for university under-graduate and graduate students. Our weekly, summer adventure camp at the University University of Idaho, Adventure Bound, involves four days of challenging activities, such as rock climbing, canoeing, orienteering, and ropes course activities, in wild areas within the Palouse region. Elementary-age students participate with junior high youth leaders, high school counselors, and university interns. Our school, Giant Steps, is in its eighth year of offering up to twenty students, ages 3 to 10, an alternative to traditional public and private schools. Both programs derive significant benefits from multi- age, hands-on experiences in natural environment settings. A fundamental goal of our multi-age curriculum at Giant Steps and Adventure Bound is to enable students of all ages to work, play, and learn together in an atmosphere of cooperation and mutualism. We would like to share what we, and other teachers and researchers, see as some of the benefits of the multi-age learning environment. We'll also describe some of the specifics of our experiential programs. Our long-held thesis, now our heuristic, is that the successful marriage of the multi-age school philosophy with outdoor, experiential education can
@article{tangen-foster_caring_1998,
title = {The {Caring} {Capacity}: {A} {Case} for {Multi}-age {Experiential} {Learning}},
url = {http://escholarship.org/uc/item/8qm6p1jz},
abstract = {The Caring Capacity: A Case for Multi-age Experiential Learning Jim Tangen-Foster and Laurel Tangen-Foster Moscow, Idaho Introduction When traveling from village to village, the Masai elders of East Africa have a greeting that translates to, How are the children? The greeting suggests that with the welfare of the children goes the welfare of the entire community. Our own experiences tell us that children who feel loved, appreciated, and cared for are more likely to love, appreciate, and care for others and for the environment. Children need to feel that they belong and that they have an identity within a group. They learn how to nurture through the experience of being nurtured. They learn respect for others and the environment through experiences with others in the natural environment. One of the most effective ways to instill such values is to provide opportunities for children to nurture and to be nurtured by other children and adults in an experiential environment. For nearly 20 years we have been involved in designing multi-age, experiential outdoor learning environments for children and youth ages 3 to 18 and for university under-graduate and graduate students. Our weekly, summer adventure camp at the University University of Idaho, Adventure Bound, involves four days of challenging activities, such as rock climbing, canoeing, orienteering, and ropes course activities, in wild areas within the Palouse region. Elementary-age students participate with junior high youth leaders, high school counselors, and university interns. Our school, Giant Steps, is in its eighth year of offering up to twenty students, ages 3 to 10, an alternative to traditional public and private schools. Both programs derive significant benefits from multi- age, hands-on experiences in natural environment settings. A fundamental goal of our multi-age curriculum at Giant Steps and Adventure Bound is to enable students of all ages to work, play, and learn together in an atmosphere of cooperation and mutualism. We would like to share what we, and other teachers and researchers, see as some of the benefits of the multi-age learning environment. We'll also describe some of the specifics of our experiential programs. Our long-held thesis, now our heuristic, is that the successful marriage of the multi-age school philosophy with outdoor, experiential education can},
language = {eng},
number = {9},
journal = {Electronic Green Journal},
author = {Tangen-Foster, Jim and Tangen-Foster, Laurel},
year = {1998},
note = {Number: 9}
}
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