Here's an example of the thought process for decision making for crossing an avalanche slope. The benefit s will not be measured in the same terms as the risks, but they need to be discussed openly so they can be integrated into the analysis. Benefits of different decisions might include a better view of the wilderness, or a physical and mental challenge. Students need to learn that sometimes it is OK to take risks, but only if the likelihood of a serious accident is very low. We're now moving beyond basic judgment and into worldliness, which is a reasonable expectation for a professional instructor, but not for a novice.
Worldly judgment is the ideal for outdoor leaders.
Solid judgment would have taken into account generally predictable events. Knowing that things can and do go wrong is part of good judgment. To learn more about what can go wrong, we need to be better connected to global bases of collective wisdom. So although we should expect our students to develop judgment, we should expect fellow instructors to be worldly. But new instructors often don't enter the field of wilderness education with anything close to worldly judgment.