|
by Peg Smith, ACA Chief Executive Officer
I have always been intrigued by the notion of a movement. Of course,
when I was growing up, our country was in the throes of the feminist movement
and the civil rights movement. Both could explain my fascination.
There are shared elements in any movement that are inherently attractive
to me. Movements are designed to improve the status of "others"
by mobilizing lessons learned and research in order to create a shared
articulation of import. From those who are committed to improve the status
of "others" emerges a sense of alliance and shared discontent
with the status quo. Alliances are built within and outside in order to
promote a broad agenda. Then, poof, you have a movement.
Ah, it should be so easy — especially in a world today that is
becoming increasingly diverse.
As much as I am fascinated, I am frustrated. If you look at our nation's
educational theorists — regardless of time or focus — there
are some interesting common themes that continue to be ignored by most
formal education systems.
| John Amos Comenius (1592-1670) |
| Education includes freedom, joy, and pleasure. |
| Jean-Jacques Rousseau (1712-1778) |
Education promotes and encourages qualities
such as happiness, spontaneity,
and inquisitiveness. |
| Friedrich Wilhelm Froebel (1782-1852) |
Children should be educated in close harmony
with their own nature and the nature
of the universe. |
| Maria Montessori (1870-1952) |
| Children should be allowed to enjoy freedom
within a prepared environment. |
| John Dewey (1859-1952) |
Children should be involved with physical
activities, utilization of things,
intellectual pursuits, and social interaction. |
| Jean Piaget (1896-1980) |
| Children develop their intelligence through
active learning. |
| Howard Gardner (1943- ) |
Children demonstrate the need for linguistic,
musical, logical-mathematical, spatial,
bodily-kinesthetic, interpersonal, and intrapersonal opportunities. |
I don't know about you, but it is clear to me that a positive
camp experience offers all of the opportunities noted above. Do we not
have a moral obligation to devote our efforts to demonstrate how the positive
camp experience contributes to improving the status of "others"?
I suggest there is a call to action being trumpeted. Marshaling the
resources we are collecting through CAMPaign '07, we have not only
used those to address our brand identity, but we are continuing to advance
major research projects and most recently, we have developed a magazine
specifically for parents and families — CAMP, A Resource for Families.
We have well-learned lessons from decades of experience, as well as new
and emerging research that illustrates outcomes, supports, and opportunities.
As a result, we are able to offer new vehicles that articulate the value
of the camp experience. Now, will we maximize both our internal and external
alliances to truly make a difference? Only you can answer that question.
Originally published in the 2005 January/February
issue of Camping Magazine.
|
