But some approaches to reviewing can kill all sense of adventure and can instantly reduce young people's interest and involvement to zero, or worse. Reviewing can of course be boring or irrelevant if reviewers feel out of their depth or don't really believe in what they are doing. But I believe that there are much deeper reasons why reviewing does not always live up to its promise, and does not always 'hit the mark'. In this book, I have explored these issues, and I have proposed some solutions - both practical and theoretical. The book starts with some challenging questions, then explores some models of learning and development, ending with descriptions of a number of active and creative reviewing methods.
Adventure education is a powerful medium in which to work.
With power comes responsibility. It is precisely because the medium of adventure can be so powerful that adventure educators have a responsibility to find out what kind of impact adventurous experiences are having. And as educators, it makes sense to assist and assess the learning experiences which are aroused by adventure. Reviewing energises the process of learning from experience. Reviewing may be justifiable as being a rewarding experience in itself.