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Presents, in this study, how a marketing standpoint is adopted to assess and solve the problems of a non‐profit making organisation in the UK, that also provides a service, creating an illuminating perspective for thought and analysis. Shows how this approach was able to shed new light on the problems of making ‘Outward Bound’ attractive to the employers, and to result in the formulation of some practical suggestions as to how problems may be overcome. Shows marketing to be an adaptable tool, essentially a framework for customer‐oriented thinking.

The article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.

The article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.

Building on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.

The Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.

The article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

The purpose of this study is to explore the role of formal religion in the early years of Outward Bound, a significant outdoor education organisation in Britain, from the 1940s to the 1960s.

This article is based on archival and other documentary research in various archives and libraries, mostly in the United Kingdom.

The article shows that religious “instruction” was a central feature of the outdoor education that Outward Bound provided. The nature and extent of this aspect of the training was a matter of considerable debate within the Outward Bound Trust and was influenced by older traditions of muscular Christianity as well as the specific context of the early post–Second World War period. However, the religious influences at the schools were marginalised by the 1960s; although formal Christian observances did not disappear, the emphasis shifted to the promotion of a vaguer spirituality associated with the idea that “the mountains speak for themselves”.

The article establishes the importance of organised Christianity and formal religious observances in the early years of Outward Bound, a feature which has generally been overlooked in the historical literature. It contributes to wider analyses of outdoor education, religious education and secularisation in the mid-twentieth century.

The non‐traditional management development methods implied by “mod”, including “executive image” seminars and “wilderness” training, need to be viewed cautiously if they are not to become another fad. Specifically they should act as signposts back to traditional management development efforts, in an effort to identify the weaknesses present in those schemes. Ultimately, it would be more consistent with contemporary participative practices to involve managers in the design of their own development processes.

Does an Outward Bound type training course help young buyers and executives improve their management skills? Bob Forrester describes how a group of executives from the Clydesdale Group stretched themselves physically on a weekend course at Ormidale House, and how it affected their performance in the training room afterwards.

Discourses celebrating Kurt Hahn's practical and intellectual contributions to the field of progressive education are ubiquitous. However, the centrality of sexuality in Hahn's educational aims is often misrecognized in contemporary accounts. The purpose of this paper is to provide an historical and historicized contextualization of Hahn's hypervigilance on young male sexuality as it pertained to his educational aims.

This is an historical analysis of sexuality in Kurt Hahn's educational aims and practices. It draws on Hahn's own writings and speeches, coupled with documents from his students and colleagues, educational historians, German historians and historians of both world wars. The paper is informed by critical theory as well as critical approaches to gender, sexuality and pedagogy.

Contrary to contemporary accounts, Kurt Hahn was neither a liberal nor modernizing progressive educator, nor was he interested in generalized sexual repression. Hahn developed a homophobic pedagogy due to his belief that inside all young males were the latent capacities to either be homosexual or contribute societal value. His political-aristocratic allegiances, desire to identify and educate future ruling classes and fear homosexuality was the death of social value led to the use of adventure as a form of preemptive conversion therapy.

This paper links several historical threads and analyses to provide a unique vantage point for understanding the origins of adventure as pedagogical intervention and Kurt Hahn's aims of education.

Physical education, like most areas of education, is changing and taking on a new look for the 1980s. Physical educators, school administrators, and others making decisions about programs for children and young people are examining both current practices and forecasts for the future in this field. What they decide will profoundly affect the resources that should be a part of library collections for children and youth. Too often librarians and school media specialists have found it difficult to think about the kinds of materials appropriate for such collections because they do not have the knowledge necessary for sound selection. A major reason for this difficulty is that the area of physical education is usually separated from other subject areas in schools. Along with the industrial arts, domestic science, and the fine arts, physical education is categorized as a performative subject area. Classified as such, it is usually not thought of as something you ask young people to think about, talk about, or even read about; but rather, something you ask them to “do.” Yet, upon closer examination, there exists a small wealth of library materials for children.

Critically examines the basis on which outdoor management development (OMD) is founded. Much of the available literature on the subject is anecdotal and serves only to perpetuate an illusion of management development through activities such as climbing and canoeing in beautiful scenery. Identifies six criteria which represent the necessary constituents of OMD; these are not exclusive to OMD and may be found in other forms of management development, thus refuting the illusion that OMD offers something unique. The criteria provide a template for managers to evaluate the suitability and quality of OMD programmes and thereby enable them to make a cost‐effective choice from the wide range of courses available.

Over the last 20 years, the training and development field has witnessed the emergence of a new paradigm, Experience‐Based Training and Development (EBTD). Although EBTD is being used extensively, there is no comprehensive guide to its theory and applications. The present article is designed to fill that gap.