My camp philosophy:
The idea and philosophy behind adventure camp programs is to provide a
series of activities designed to give scope for various individuals to prove
themselves in one way or another, discovering different qualities or skills
individually and as a team.
By learning how to overcome challenges, sometimes challenges that are being
perceived as "impossible", participants get more confidence and self-esteem,
which later helps them to approach their day to day problems with a different
attitude. They learn how to rely on themselves individually and as a group
to find creative solutions for problems.
Through games and play the participants learn that struggle is a good thing,
effort and discipline although painful and uncomfortable are part of a
balanced life and may not be rewarded immediately. Participants will be
challenged out of their comfort-zone in order to find strength within. When
someone may be thirsty in the middle of a competition, he will have to
surrender that desire until the time is up, or sacrifice for a weaker member
to carry his bag so all can reach on time as a group. In a society teaching
to consume and enjoy it can be a challenge to change one's behavior.
Time and again it will be emphasized that it is not reaching the goal that
is important, but how one reaches. As there are individuals and groups that
will no doubt experience failures, it is important to "re-frame" them as
"learning" experiences. We will be confronted with "enemies" and we must
acknowledge that we have internal enemies and that we cannot always win...
Winning is relative and can depend a lot on lucky situations occurring at
the right time, So although in most of the activities there is a competition
involving 2 parties, it is only providing the motivational energy needed to
excel. Many times when disappointment of a loss occurs, I try to focus on
the good sides of the team or the individual and make them understand that
winning can be just luck independent of the skills we have. The focus in on
improving ourselves, to be better than before.
I try to provide numerous ways for the participants to prove themselves. For
example many of the scenarios I play out in the spirital warrior camps are
dealing with 2 parties, each trying to claim ownership or stewardship of a
particular land or country. The party able to overcome all the challenges in
the best way wins or gets the prize, but many of the categories deal with
humanitarian issues, such as maybe for example picking up garbage on the
way, or how the team deals with a team-member that is not so strong.
To the teams surprise, some have won the competition based on being
successful at working together effectively such as caring about their
team-members or doing things out of the ordinary that proved them to be
"compassionate" or "courageous".
“It is the sin of soul to force young people into opinions – but it is culpable neglect not to impel young people into experiences.”
“There are three ways of trying to capture the young; one is to preach at them—I'm afraid that is a hook without a worm; the second is to coerce them ... and to tell them “You must volunteer”; the third is an appeal which never fails, “You are needed .”( Hahn, 1958)
Boys camps events:
1.Ages
The ages range from 10 to 14 years. While some of the boys might be the same
age, they can be worlds apart in their mental and physical development. This
presents a special challenge, as this is a period of tremendous changes in a
youths life.
I have had 10 and 11 year olds together with 13 and 14 year old and it went
fine, only if there were enough of each group to form a bond.
2.Learning by playing
While most of the activities involve play of some sort, there are also more
artistic ones such as painting and intellectual problem solving as well,
depending on the group.
As most of the teenagers are restless, the bulk of the activities are
physical and sports oriented, although I turn it around at times like I did
the competition of the "slowest walk". the boys had to keep moving, but
reach as the last one was the goal. While some did force such small steps
that they basically stepped on the same step again almost falling off
balance, the winner was actually the most graceful walker I had ever seen,
even though he did not reach the last. This competition was done with
graceful music and the one that happened to
tune in was declared winner.
3.Learning conduct:
In the boys camps, there are mostly 2 rooms with room captains. Cleanliness
is checked every day and a prize is given at the end of the camp for the
best room.
Service is another quality being rewarded. At times all will be asked to
volunteer for some cleanup. The ones that raise their hand will
qualify for the best service-minded of the camp.
Good conduct is being checked almost daily and at times a chart is handed
out with general points of 10 moral principles, 15 shiilas etc.to be filled
out. Although I go through an explanation of their significance, only if
situations occur where these are violated or good qualities are proven, we
get scope to really learn about them.
Therefore I design activities which will test those points. I have tried
different things such as quiz questions, charades, group skits etc. This
time, I declared the night of the enemies. 2 teams were moving with a
baggage they had to hold onto all at the same time towards a sound into the
forest. They were supposed to collect an item and proceed on to the next
sound they would hear. That was the instruction.
Meanwhile without their knowledge some enemies were hiding, like "greed" was
a person distracting them with sweets off in another direction than the
sound. After following the sweet-man they realized it was a distraction.
Then, at one of the stations one team was asked if they wanted to wait for a
certificate to be issued or proceed. They decided to proceed and leave out
the certificate as this was testing their ego.
If the behavior of some of the boys goes out of hand, some are asked in
front of everyone if they realize their mistake and apologize and take
punishment by voluntarily pulling their ears with their own hands and going
up and down.
4.Challenges:
Many of the challenges are supposed to have the appearance of being
impossible, but are feasable, once the team puts their heads together.
Some others are perceived as risky, but in the end the participants realize
that it was their own fear that was the problem in doing it. The joy of
success in overcoming it is a tremendous boost for self-confidence.
I have done a lot of high ropes challenges like that on my own with a swiss
mountain climber, but without a qualified person I do not do it anymore. I
now prefer going to places that have a proper set up such as climbing tower
or paintball place.
This time though, the paintball place changed plans, even though I had
booked and arranged everything a week before. As many of the boys were
already familiar with the game and safety issues I felt confident to do it
at our own location which was in the end nicer and avoiding the travel time.
It is one of the most fun activities of the whole week, since it teaches
team-work and courage, depends a lot on luck and gives opportunity for those
who are less athletic to find their role.
While it is a very exciting activity, it also has a sad counterpart in
military societies that fight wars and kill people that really die. To that
end I always ask the boys to write a letter to a loved one as if they would
die the next day, just like a soldier has to do before going on a mission.
It has a twofold purpose:
1. To make one aware and think about what it means to die, not to play
paintballs mindlessly.
2. To become aware to whom we are closest to and resolve any unleft issues
such as asking forgiveness from someone or the like.
Some of the boys will actually write what to do with their possessions (as
they asked me if thats OK).
Many boys have actually problems to take it seriously and after writing a
few lines keep doing other things. It is done as part of the daily silence
time of 30 min. after lunch, during which I figured is the best time to
reflect upon different things.
The letter is personal and will be sealed. I don't open them and keep them
on file.
Also I usually follow it up with a discussion on wars, self-defence,
exploitation etc. to create awareness about the social impact of combat in
real life. I have had vietnam veterans talk about their experiences and
other issues in the past.
5.Final challenge:
The second to the last day is designed to test the teams about the whole
week's activities and how much they could make practical use of it. It is
designed to be a summary of the whole week. It is embedded in a heroic story
that summarizes the theme of the week.
The challenges are partly physical and partly about agility and wits, so
that all aspects, mental, physical and spiritual are being tested.
I realized over the years that map-reading is one of the most difficult
things to learn, if one is not familiar with the terrain. So I do not intend
any team to get lost, thus making sure to know at all times where they are
either by having a silent observer go with the team who knows the course, or
by planting many people at different stations with walkie talkies who can
relate to the facilitators as to the whereabouts of the teams, practically
keeping them in sight distance.
Unfortunately at times something goes wrong, but interestingly enough it
eventually becomes the highlight of the whole week for most-- a story to
tell.
This time, not on the occasion of the final challenge but at the excursion
into the forest we had done already 3 times, one boy R.thought he could go ahead
with a group and find the way to our campsite. I had to stop him and as a
precaution gave him compass, walkie-talkie and a map. Still he got lost,
ending up walking more than 5 miles extra, having to ask directions from
people. They took the right decision to come back to the parking lot and
camp until I came back to find them. I guided them through a shortcut to the
campground and we were all together at the campfire.
this gave us tremendous opportunity to discuss the bondages. So the next day
morning, I tied up one of the facilitators, and he would not be freed until
everyone would come up with a bondage they had been affected by in the last
24 hours and boy R. realized that it was his ego that had been the problem. He
was the first to step up and others followed...
6.Health:
One of the main and important part of the program is the twice daily routine
of Yoga and meditation. This is a good time to also talk about health.
Drinking enough water during the day, benefits of vegetarian diet and other
suggestions are made for everybody's wellbeing. After the quiet meditation
of 10 min. or so, a story is told or the theme of the day is announced in
order to bring the focus to the real issues, how do we conduct ourselves
etc.
Problems with boys:
usually most of the boys that came have already been at the Quest Center and
are familiar with the surroundings. Some have brought their friends who came
for the first time. I have had as many as 6 whose parents were not members
of Ananda Marga.
a few years back, one of the boys complained about stomach problems and that
he couldn't participate in the activities, then his brother too got stomach
problems and his friend as well. After a few hours he wanted to call his
mom. When they talked I realized that he was home sick. They both went home
the same day and his mom told that it happened before in another camp. When
they came to know we were going to the waterpark and playing paintballs,
they both came back after 2 days and stayed for the rest of the camp. They
were 12 years old at that time.
another case was a boy who had come 2 years in a row, but when he came for
the third time (at age 13) he stayed one day and wanted to leave the next
day.
Boy R. was always looking forward to participating in this event. He was
counting the years from age 7, when he would be ready to come. So when he
was finally 10 he had to cope with other boys already 12 and 13 years old.
They were from Ithaca at that time. There were 2 camps. Boy R. and his school
mates from the Montessori school and the elder group from Ithaca.
There were fights and teasing going on to the point that we had to intervene
and do 2 counseling sessions after which everyone apologized and woved not
to repeat teasing or fighting again. The rest of the camp went well and ever
since they have become good friends.
Boy V. was always excited to come to the camp, but had a problem of phobias
at night. He had to call his parents for long hours every night and I was
trying to help him overcome his weakness. His Dad came over a day or 2
before the end of the camp and everything was OK. Now his fear is gone, and
he is able to stay without even asking to call his parents a single time.
Karna is now one of the counselors and graduated at age 15 from the camp.
His brother really excited him to go. When his brother came for the first
time he heard of the final challenge from other campers and was dead afraid
of it. So much so that he wanted to leave the day before the "final
challenge". His parents called me and asked me what I was going to do and
after explaining to them everything, they encouraged their son to stay. So
he did and had the experience of his lifetime. He kept talking about the
experience many years after, so that his brother got the desire to go
through it too.
Final remarks:
I am again and again amazed, when I let the boys write their experiences
(see www.innersports.org), what wisdom they come up with and what amazing
things they have learned in just a few days. This has left me with the idea
of not over-interpreting the activities too much. This co-incides with the
little I know about the metaphor approach in outward bound.
"The wilderness is a powerful system. Relatively free from external forces
it provides the opportunity to explore new responses and develop new
patterns of thought and behaviour. It provides a short but significant
cybernetic model that develops a change in attitude for each participant,
and the time to test and reinforce this change in a difficult environment.
Feedback is often instantaneous, feelings of success and failure refining
the process. Metaphors provide the means for translating the reality of the
wilderness experience into the reality of the real world."
Although the camp is not only in the wilderness, it provides a "social"
wilderness a new environment with different dynamics than at home.
Interestingly enough most of the valuable experiences have been made in
situations involving nature such as in the final challenge and the
overnight-camping.
"Within this system, it is the interrelationship of the various parts that
is important and not the analysis of each part in terms of its cause and
effect. As Rudzats (1991) summarises:
Therefore, when looking at the behaviour problems at home/school it is
unhelpful and often counter - productive to apportion fault to students,
parents, teachers etc. It is most useful to look at developing a solution
to the problem(s) rather than searching for a "cause" - a fruitless task
since problems are a reflection of factors within and outside the person."
It is difficult to provide a uniform program that will address everybody's needs, as professionals in the wilderness education hint at, it can take up to 2 years and more to process some of the experiences. In the experiential education sometimes crisis is a desirable situation and often helps as a focussing device. The teacher's / parents role is then to reinforce coping mechanisms with reminders about a metaphor (story that is similar to the experience with a positive solution) and to reinforce coping mechanisms.
* The facilitation of feedback systems is crucial to the operation of the
cybernetic model. Radical change is not a reality. Small changes in one
part of the 'system' inevitably have implications for other parts of the
'system'. This has been termed the "ripple effect". Recognising and
utilising these changes as part of the follow up to the wilderness
experience enables them to filter through the rest of the system. As this
occurs a multiplier principle operates as small changes "snowball".
Tell me - and I will not listen
Teach me - and I will forget
Involve me - and I will remember
-- native american saying
Essentially the experiential education approach is the same as the timeless science of Tantra, in which a mentor or teacher adopts a student and gives real-life tasks in which the strengths and weaknesses of the personality of the student come to light. Tantra is the application of human vigor - or finding strength within. One has to face one's fears and remove personal obstacles step by step. By far the singlemost lesson of Tantra is that struggle is the essence of life, that it is a natural thing, a beautiful thing and a rewarding thing in view of a noble humanitarian task. But if our task is well-planned out and "safe" there is no adventure while actually in that uncertainty of adventure we develop our maximum potentiality as we are forced to develop new possibilities, solutions in order to survive, or get things done on time. This is where our creativity and power of spirit is challenged to the maximum.
If the student is ready, the teacher will appear...
If the student is ready, the teacher will disappear...
(Tantric koan)
Dada Moks'eshvarananda
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