3_stage_model_of_rites_of_passage [schema]

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Vab Gennep 3 Stage model

(Van Gennep, 1909;1960)

Belgian anthropologist van Gennep coined the term in his book book, “Rites of Passage” in 1909(translated into English in 1960). van Gennep suggested that “rites of passage” generally comprisedof three components:

Separation from the familiar1.Transition from old state to new state2.Reintegration into original social structure3.

Bell’s article presents a conceptual connection between rnold Van Gennep’s 3-stage model of “ritesof passage” which was gleaned from anthropological study (1909/1960) (more information about VanGennep’s Rites of Passage) and the design of outdoor education programs (more information what isoutdoor education?). Van Gennep’s three stages are Separation, Transition, and Reincorporation (seeFigure).

Outdoor education has distinct elements of separation from the everyday environment and a periodof time during which challenges are encountered and change is some desired directions is fostered.however Bell argues that outdoor educators who claim that their programs are a rite of passage maybe somewhat naive in doing so, because outdoor education programs tend to lack a focus onReincorporation. Bell suggests a) abandoning Van Gennep’s rites of passage model, b) strengtheningthe Reincorporation aspects of outdoor education, or c) continuing as is, but recognizing thatoutdoor education programs lack a focus on the Reincorporation aspects of rites of passage.

Figure. Van Gennep’s (1909/1960) conceptualization of the stages of rites of passage (above theline) and the social status of the individual (below the line)

I sensed from the article that Bell was a little too eager in suggesting that current outdoor educationprograms do not focus on stage 3, incorporation. This may have been true in the past, butReincorporation is becoming increasingly focused on in outdoor education programs. Outdooreducation programs of today involve linkages between program and home/work/schoolenvironments than ever before, with considerably more reincorporation work than ever before. So, inthis sense, Van Gennep’s model seems to be becoming as relevant as ever to outdoor education.

As Bell points out, Western culture is, at least on the surface, disturbingly lacking in the distinct ritesof passage of passage and this may be leading to a social pressure to view outdoor educationprograms as serving something of a rites of passage function. And why not? Given the reasonable fit,it might well be that outdoor education is evolving to play just that kind of role for society, and thismay well be important. This social pressure to generate genuine rites of passage is probably feltwithin and amongst outdoor educators, particularly in some organizations and areas of outdooreducation, and from without, as society looks around for what healthy, guided rites of passage canbe offered to people involved in developmental thresholds such as adolescence, young adulthood,and later life. So, Bell’s suggestion of severing the connection between outdoor education and ritesof passage doesn’t make sense. A better option Bell suggests is to strengthen the reincorporationstage, since the followup period is generally felt by outdoor educators to present something of achallenge to participants to sustain their changes and continue to grow. However, recent evidence(go to recent evidence about long-term changes in outdoor education) suggests that outdooreducation programs are actually doing reasonably well with regard to sustaining positive personaldevelopment changes on a long-term basis, but that the short-term changes (i.e., from beginning toend of the intensive program) are small to moderate and vary widely between programs (Hattie, etal, 1997). Thus, this evidence from thousands of participants actually suggests that more attention is


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needed to create powerful, consistent programs and that transfer/reincorporation, at least to date,seems to doing reasonably well. Recommendations for Van Gennep’s model & outdoor education

The long-term outcome evidence is not as paltry as Bell suggests and perhaps outdoor educationprograms are doing a reasonable job with regard to helping participants to transition their learningand changes to home environments.

Perhaps also we shouldn’t be too eager to discard a model which has been found to be relevantacross many cultures over a long period of time, particularly when it seems outdoor educationprogramming may even be heading more towards program designs which are increasingly cognizantof both pre and post phases and not just the intensive program phase.

What research would seem to simply is the intensification of actual program design and the way inwhich activities are run, to center more around the Transition process. This should be in conjunctionwith the Separation and Reincorporation, but at the end of the day, the nature of the Separation andReincorporation processes are entirely constructed around the engine room of the change process,the Transition period, the nature of the activities, the unique social atmosphere, the role played bythe leader, and so on. What perhaps is needed are theories which unpack the Black Box ofpsycho-social change and transition, and this is where Van Gennep’s rite of passage model risksbeing limiting. In this sense Maddern’s (1990) 5-stage model (based on Australian Aboriginal rites ofpassage) may be more helpful.

Symbolic Journey [akin to Van Gennep’s Separation]1.The Challenge [part a - Van Gennep’s Transition]2.Opening the Door to the Dreaming [part b - Van Gennep’s Transition]3.Responsibility [given new role status, between Van Gennep’s Transition & Reincorporation]4.Community Participation: [akin to Van Gennep’s Reincorporation]5.

With regard to improving the stage 3 of outdoor education programs, Bell emphasizes two aspectsfrom the Van Gennep work - the role of community support after the challenge/change stage 3phase (including role of ceremony) and the provision of a new role for each individual which has rolecharacteristics which are strongly socially reinforced. Both of these are components which arereinterated in Maddern’s 5-stage model and thus could be further emphasized by outdoor educationprograms which seek to emphasize holistic, role identity change.

It seems from the empirical research that probably the better outdoor education programs are ableto sufficiently provide elements for fostering long-term change, though it may depend on the type ofgoal of the program (e.g., whether its personal growth or role identity change). For major shifts inrole identity, for example, a rites of passage model involving conscious programming around each ofthe three stages may be desirable. iderable reincorporation (stage 3) may be ideal. For otherpersonal development outcomes, for example, self-confidence and social skills, full-blown rites ofpassage may not be necessary since the empirical evidence is largely supportive that short-termchanges in these areas are sustained.

References

Bell, B. (2003). The rites of passage and outdoor education: Critical concerns for effectiveprogramming. Journal of Experiential Education, 26(1), 41-50.

Gass, M., Garvey, D., & Sugarman, D. (2003).The long-term effects of a first-year wildernessorientation program. Journal of Experiential Education, 26(1), 34-40.

Hattie, J. A., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and OutwardBound: Out-of-class experiences that make a lasting difference. Review of Educational Research,67, 43-87.


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Maddern, E. (1990). What is it fifteen year olds need? Notes on developing initiations appropriate toour times. Adventure Education, 17(1), 29-32.

Neill, J. T. (in preparation). Enhancing personal effectiveness: The impacts of outdoor educationprograms. Doctoral dissertation, Department of Education, University of Western Sydney.

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