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Foreword
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Bulletin 61 print

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| Current Issues | No.61 May 2011 |

`My Everest`: The Psychology of High Intent!
Rodney D. Cooper

As an educator, thought processes start and end with an appreciation of reasoning – basic reasoning – and even advanced reasoning; understanding why something occurs and why people act as they do. Read on, for herein lies the crux of all our `regrets,` `misgivings` and `misconceptions.`
Elementary psychology deals with the views of the eminent, pre-eminent and even downright confusing. Advanced interpretations, however, deal with honesty, courage and a willingness to face ourselves – to live with and to understand our own frailties and doubts and to `own up` to frustration, conceit and even our inflated egos.
We often deceive ourselves by subjecting our conscious and unconscious behaviour to unreasonable speculation – this in an attempt to imagine that we are `better adjusted` than we really are; in a nutshell, we self-appropriate credentials that are singularly more enhancing than they really are! A way of describing this state of affairs is `self-aggrandisement` – we frustrate ourselves by pretending that life is as good as, or better than, it actually is.
Thus the view from the top seems pleasant enough, even rosy, but beware the rose- tinted spectacles – yes, we should have left them behind! Educators may be thinking that the progress of life forms a pattern, in some devious way it does, but beware the pitfalls of misconception and misunderstanding.
An understanding of Truth is gained through pers onal awareness and by a willingness not to transgress personal integrity. It was said of T. E. Lawrence (a British war hero) that he would not (necessarily) look someone in the eye, for fear of breaking down the `goodness` and candour of that person – the very thing that made the person sustainable. This is not to say that that person was prevented from an association with frankness, directness, openness, or indeed, a simplicity or ingenuousness of thought or action, in fact, the very opposite was the case. Lawrence, and people after him, endeavoured to achieve a balance between (obvious) susceptibility and confidence which allows both parties (in any `interview` or `confrontation`) to express themselves in a fair and unhampered fashion.
An understanding of psychology permits for `reciprocal enervation` – that process which allows muscles freedom of movement (without damage) and, by which freedom of speech, comprehension and understanding are achieved.
It is necessary to point out also, that in this connection, an understanding of intent is ensured, without a breach of the sanctity, or sustainability of the individual, our willingness to adhere to a frank, direct and deferential approach (like T. E. Lawrence).
Ultimately, humility is a source of inspiration; it is the main `enabler;` initially, a young (or older) person, may experience a lack of confidence and doubt or uncertainty but, that person can begin to realise his/her ambition which will ultimately translate into full and complete awareness.
Here, of course, trust is also important; trust enables an exchange of ideas to be workable; trust is another `enabler` which begets confidence and a desire for engagement, commitment and loyalty.
Thus, we move full circle – self-realisation can be achieved at the expense of pretence, false hope and aspirations which may provoke retaliation, and anger or faint-heartedness and timidity.
Blandness and mediocrity is the child of deception and mis-directed energy; full life (which is pregnant and with hope and inspiration) is to be achieved not by caprice and inconsistency but by the pursuit of courage, conviction, fidelity and veracity.
In the way that T.E. Lawrence was an example to us, so we can be a revelation to ourselves; all is to be gained by the struggle (with ourselves) and by definition, with adversity; with diligence and application to the task in hand, there will be success.
Society, in some way, encourages conformity both of attitude and action; we often submit to beliefs and actions, which can be alien to a full understanding and appreciation of truth.
The path to an understanding of truth is paved with problems but involves an awareness and an acknowledgement of the need for reasoned and rational behaviour, if we are not to be lulled into a false understanding, we need to perceive the vagaries of `detachment` but also the advantages of solitude and reflection, an acceptance of the needs of the individual is central to this understanding and it is essential for him/her to recognise and identify with such needs.
Such (personal) identification is never easy and the tasks thereof may last most of a lifetime – the route will run over many precipices but with fortitude and commitment a willingness and a striving for perfection, this eldorado (of life) will be achieved.
The `struggle` will bring satisfaction and a renewed hunger for fresh (and potentially) viable experiences; the achievement of goals (or objectives) may in comparison pale into insignificance!
In any assessment, the importance of intuition should be recognised; the young person should endeavour to `read` (significant) signs and attitudes in behaviour; to relate certain aspects of the behaviour of a person, with the whole and to associate such determinants with (likely) motive; in other words to understand factors which contribute to the intentions of `total` behaviour.
Individuals, however, may make only a limited appraisal of their needs; insecurity and fear (of the `unknown`) drains enthusiasm and is answerable for many misdemeanours and challengeable ideas and decisions; people may wish to feel accountable to a superior being (or godhead) which may get in the way of a rational and reasoned assessment of need.
This situation, of course, needs prime consideration and needs to be continually addressed: individuals may turn to modes of behaviour which reflect prejudice, bigotry and bullying (in order to achieve certain objectives); such behaviour and attitude needs to be identified and replaced by firmness, within a framework of compassion, which eschews undesirable elements; persistent offenders, of course may need to be handled in such a way which relates more specifically to the nature of their offence.
Many people, of course, are reluctant to reveal much about themselves. They may continue to feel exposed and vulnerable and may respond by `basking` under a veil of secrecy (and deception); thus giving credence to the term `poser`!
In the last resort, this scenario of deception can be played out throughout the life of that person and persisting to the end of the life of that person, culminating in a fear of death!
Our responsibility is to discourage this situation and allow understanding and validation and the pursuit of truth; as indicated, this will involve a reasoned, rational approach to life – with no place for superstition and unfounded precepts!
We owe it to ourselves to be truthful and to know who we really are and to know who it is we are knocking up against in a crowd!
Life may be played `on a stage` but we are all `players` – we need to know ourselves in order to gain most from our short stay in this world and not to feel bitterness and resentment at crucial moments.
We need to cultivate a sharp, proactive and searching attitude and challenge the very fabric of our being; this can be an uncomfortable and uneasy experience but will help to reveal to us life in all its fullness (and majesty).
A commitment through the outdoors is an important way of meeting such `humanitarian` requirements. Life `at the edge` of human participation and commitment (where survival is an issue) goes some way to meeting the demands of a life, often lacking challenge.
As teachers, our efforts are channelled into helping pupils to become better people – people who have the skills to cope with their own idiosyncrasies, preferences and foibles and with the stresses and strains of life in the working world, as well as someone who is able to deal with other people and all the events that life presents.
The outdoor experience provided by Outward Bound* can act as the catalyst for helping the emerging individual, the embryonic young person. The ethos of Outward Bound (To Serve, To Strive And Not To Yield) provides the impetus whereby the challenge of the outdoors is instrumental as the backdrop for encouraging the option `I can` so that the hopes and aspirations of every young person can be put to the test.
Outward Bound is the forerunner in outdoor experience and runs forty centres in twenty-four countries, worldwide. The initial intention of Outward Bound in 1941 has been carried forward to the increasingly difficult and testing world of today which, in many cases, distracts and disenchants young people.
The antecedents of Outward Bound wanted to make young people better equipped to free themselves of the trials of war and of life – in that respect nothing has changed and young people continue to be the beneficiaries of the outdoor experience which is Outward Bound. Outward Bound has been, and is, at the forefront of initiatives through which young people test themselves in the arena of mountains and sea. Staff at various centres provide structured challenges in which they and their charges conjoin to re-create a shared experience in the outdoors.
A geographer would say the view from the top is important; as a physical educationalist I say the view from the top is equally important! In life, it is important to reflect without reference to regrets, misgivings, or even misconceptions, but in reality this is difficult to achieve.
For further details, visit http://www.outwardbound.org.uk/

*Outward Bound is a registered name/mark
Contact
Rodney David Cooper, FRGS
Abergynolwyn, Tywyn
Gwynedd, UK
Email: gillawalker@yahoo.co.uk

http://www.icsspe.org/