The Lantern is ALIVE Outdoor's fresh take on sharing worthwhile information with the collective.
Sharing both great ideas from others and original content curated at ALIVE. We hope you feel inspired and informed.
School is back in session. Reignite your focus, spend time refreshing your own ideas and approaches to teaching and learning with these five books.
They are sitting there filed neatly on the bookshelf, staring patiently, waiting to be engaged with. We all have a long shelf, or a box filled with books patiently waiting to be opened. Each is full of ideas that lead to incredible possibility. As educators we often end up focusing on the most pressing pieces of our teaching, spending time on the job of teaching our students and forget (especially at the beginning of each school year) about feeding our own inspiration for how and why we teach.
The Shallows: What the Internet is Doing to Our Brains
One of the most compelling books that will help lead the revolution in teaching and learning, changing the way we look at learning, writing, reading and working. Ask yourself, "Is Google making you stupid?" This book offers a compelling case for why the internet has already, and continues to drastically change how we interact with knowledge and material (written word, video, etc.,) on our intellectual, psychological and physical beings. The stark realities of the pace of progress show itself through Nicholas Carr's incredible analysis of our modern[izing] brains. Can you keep pace?
The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life
Building on the premise that teaching isn’t directed by a simple technique, rather teaching is and should be rooted in the teacher’s integrity and identity – ultimately emanating from the heart. Great teachers are unfailingly present in the classroom, treating their classrooms as a community and their students as collaborators. This work uplifts the soul for all teachers, reminding each of us that it is from our hearts — the place where emotion, spirit, and intellect converge – that we can move forward authentically within both our professional and personal lives. Refine yourself.
How Learning Works
Revisiting the importance of how the learner interacts with and encounters learning is vitally important. This book helps educators bridge the gap between what the research says regarding learning and the practical implications of teaching. The authors introduce seven general principles of learning, each emanating from a variety of research literature and experience working with teachers.
Walking on Water - Reading, Writing and Revolution
How many of you would agree with the idea that you love to learn, but hated school! This wildly addictive book explores what happens to creativity and individuality as we pass through the educational system. Be prepared for a startling and provocative look at teaching, writing, creativity, and life by Derrick Jensen who is increasingly recognized for his passionate and articulate critique of modern civilization. It is a page turner and will certainly start a fire under your feet.
Mindset: The New Psychology of Success
Carol Dweck helps us explore the traditional notions of success, she explains why it’s not simply our abilities and talent that lead to success. Rather it is all about the approach we take, understanding the difference between a fixed or growth mindset helps refocus what success is. The book explores why praising intelligence and ability does not foster self-esteem and lead to accomplishment, but may actually jeopardize success. Empowering the right mindset can motivate students and help them to raise their grades. It can also help us reach our own personal and professional goals.
Have you heard the new buzzword in Outdoor Education? My ears burn every time I hear it. The simple phrase forces me to feel the striking disconnect. It is the feeling where reverence for, and separation from resides. The simple truth is that the phrase speaks volumes to how we live and see ourselves with respect (or in this case, disregard) for the non-human side of “the coin.”
The Nature. A simple phrase, yet these two words together represent an important and troubling reality.
I hear “The Nature” used increasingly by students, teachers, professional guides and instructors within our industry. Realistically, I hear “The Nature” a lot. Most often the phrase is used during end of program debriefs, or after canoe trips and activities like Sit Spots or Rewilding. Initially, I thought it was being used as a joke, a play on words to reinforce intentionality with spending purposeful time in the natural world. But, as the thought lingers, I have started to increasingly challenge my initial opinion on the significance of the phrase. Let me explain my take on “The Nature.”
Personally, I am thrilled with the idea that more people are finding meaning in the outdoors, whether it is in urban parks or remote wilderness areas. Specifically, at ALIVE our participants find meaning through the time they spend in nature, we recognize this and build it into everything we do. But what gets my mind twirling is the addition of the “the.” Why, and does it have a deeper meaning?
Think of it this way, Nature is a proper noun in the same way your name or the country you live in is. It has never needed the article “the” to precede it. Calling it “The Nature” is grammatically the same as me calling myself “The Ryan.” That just seems silly. Let’s look at one specific example, “the grocery store” for many of us, is the place we go to buy food. The grocery store isn’t the place where food is grown, a grocery store is purposefully built so we can gain access to food and pay someone for that specific and tangible convenience. Using the grocery store logic, when we say “The Nature” are we intentionally indicating that we are going to a specific and distinguishable place for a service? Are we saying “the” to mean that we are dropping by to “pick up” a little nature and then go on our way?
Grammar aside, the importance here resides more in the power of language. How we speak about the natural world defines how we view it in our collective consciousness. If we speak as though we are part of the natural world, we establish our sense of belonging to it. We can all remember Maslow from high school. As we, ironically, become more socially separated as a result of screen time, globalization, or just the realities of a fast paced lifestyle, we generally slip further away from connecting with our physical and present surroundings. This slipping disconnection pulls us further away from the sources of any number of Maslow’s stated needs.
A simple example to highlight the importance of this basic human need is that of “the typical sports fan.” Think of the sense of community and belonging that some people derive from being a dedicated fan of a particular team. Whether it’s yelling at the television or wearing a team’s jersey on game day, the sports fans’ identity is defined by their association with their team. Be it sports, family or nature, it is that connection to something more that allows us to take our own lives a little less seriously, to dust ourselves off when things get us down, move forward, to not sweat the small stuff and put everything into perspective.
Let’s push the power of the language piece a little further. From a social justice perspective, adding a “the” to Nature intentionally places what Nature is into the category of the other. This propagates the notion that we are separate from the natural world, which we clearly are not. Debate it if you wish, but there are some simply facts that are inescapable truths. The health of our ecosystems are directly linked to the quality of the air we breathe, the water we drink and the soil that grows our food. It is so easy to believe that we are not bound up in the same fate as that of the other or “The Nature.” What we often forget, in reference to humans and nature, is that our prosperity is intimately tied into the health of our planet and the natural systems the planet struggles to maintain. So let’s stop treating and calling nature the other.
Additional thoughts to ponder:
As a global society we have become predominately urban
Between 2005 and 2007 we reached a shocking milestone. More people now live in urban vs. rural environments. In a conversation between David Suzuki and Richard Louv at the AGO in Toronto in 2012 Dr. Suzuki discussed the implications of the absence of inclusion of natural areas in urban planning and the difficulty of youth in particular (they have no cars) to gaining access to what natural areas are available. Watch the conversation here: https://www.youtube.com/watch?v=F5DI1Ffdl6Y
Don’t fight animal evolution
This is the simplest, yet one of the most often overlooked, reasons why people enjoy time spent in natural settings. We forget we are animals! Evolutionary processes, though occasionally punctuated by mutation, are slow. As humans, our astounding creative capacity has built a world that we as animals have not had time to catch up with. Think of it this way, people feel good about doing a five-minute sit spot overlooking a lake because as a species we have invested several hundred thousand years evolving and adapting to be there and have the significance of that place reflected in who we are.
The feeling of placelessness is real and pervasive
We build and take meaning from the places we interact with. Urban city parks, country roads or strip malls are intentional places filled with different types of value. We interact with these places in very different ways. Each of these places fills us with unique emotions and interactions. The question to ask yourself is who is curating the place based experiences you have? Generally, the natural world represents a largely un-curated experience (with many notable exceptions) while a shopping mall is filled with a highly structured place experience that has very different intentions built into it.
Don’t underestimate mode of travel
Think about how you move through the places you frequent. A recent journey across the country reminded me that my interactions with places are constrained by the intentionality of the mode of travel I use. My experience of place would differ greatly if I were to walk, cycle, drive or fly through the same stretch between the Yukon and Toronto.
We all know that the ongoing challenges in relationship to nature and our societal connections to the environments we live in are amongst the most pressing issues facing humanity today. Something simple we can all do might be to choose the language we want to use with intentionality, and to represent how nature should fit into our lives more clearly. Let’s collectively strive to drop the “the” and go back to calling the world around us and the most important system we are all part of what is should be – nature.
Ryan Benson is an Associate Director at ALIVE Outdoors. Most recently Ryan has shared his passion for connecting people to nature through guiding trips on the Tatshenshini and Alsek Rivers. This fall he will be an integral part in helping to deepen ALIVE student’s connection to and reverence for the natural world. He is sure to facilitate many interesting conversations on nature. Ryan can be reached at firstname.lastname@example.org.
How do we value an educational outcome of vulnerability? Designing educational experiences that expose students (and teachers) to opportunities for feeling authentic, deep, self-reflection based on challenging personal notions of...
How do we value an educational outcome of vulnerability? Designing educational experiences that expose students (and teachers) to opportunities for feeling authentic, deep, self-reflection based on challenging personal notions of self, other and society is risky, time consuming and when done correctly – perfectly inspiring.
This summer, many thousands of students will travel overseas to volunteer, learn and hopefully grow through participation in some form of international volunteering or service-based project. Criticism surrounding these programs abound. Being critically observant is a key part of filtering through the myriad program models and international projects available. When considering what program might be ‘best’ or most effective it is important to ask a few key questions. The questions that I regularly ask teachers, principals and program providers often include:
Are the programs you participate in exploitive in nature;
Why are students compelled to participate, are they doing it to simply build their resumes;
Are students participating for the ‘feel good mentality’;
Are the service or volunteer projects actually doing anything long term and meaningful, and how do you know?
Significant research, writing and evaluation has been conducted on the value for participants, but less has been conclusive regarding the value and presence to those in the host community, especially from a long-term program model perspective. It is important to remember that volunteering and service programs in international contexts are ‘Big Business’ and the underlying assumptions of volunteering to help, learn and give are often overshadowed by the needs of organizations to be efficient, cost-effective and marketable. For an aspiring 16-year-old looking to help and partake in the adventure of international service they may encounter many more questions and ambiguity than answers and clarity. There is of course a way forward.
Fighting the ‘hero mentality’ or ‘participating to change the world’ are mantras guiding the forward thinking organizations battling to positively help students grow in deep and meaningful ways. So why does this occupy our thinking and daily practices working with schools, communities and doing business? For me, it all started in Haiti during a service trip in 2006. I was motivated to participate in the program because I wanted to experience firsthand the stories and pictures of helping in an international context. I thought the experience would help me grow and see the world differently. Participating also offered me the opportunity to travel with a purpose - rather than the feeling I was more accustomed to as a tourist. I felt empowered, had intention and a clear goal of why I wanted to help in Haiti.
During that 2006 trip, I remember sitting in the back of a pickup truck returning from the worksite one day. As I looked up the road, I noticed a local Haitian woman walking with a large basket. The basket, full of grain, was supported on her hip and seemed like part of her body as she walked. I was immediately drawn to her and had the impression from the way she walked that she was strong, proud, and determined. When the truck passed the woman, she stopped for a moment and looked up at me. I looked into her eyes, felt a moment of connection – beaming with the notion that I was in Haiti helping, and waved to acknowledge our interaction. She returned a very clear gesture that I will remember for a very long time. She proudly and purposefully raised the middle finger of her right hand in response.
This trip to Haiti ultimately blurred my sense of purpose and forced me to critically reflect on the notion of the word help. I felt vulnerable with my initial intentions and motivations. A conflict began to grow between myself, the service I was doing, and the organizational mission. My worldview shifted, and that was the greatest gift that I took from my early experience with international service learning.
Turning that feeling of vulnerability into empowerment is vitally important, and in need of immediate attention. International service programs should not be a perfect sequential packages where students return thinking and feeling much the same as when they left. For program providers it is easier to shelter and shy away from those deeper and messy opportunities that can lead to feelings of vulnerability. In Brene Brown’s 2014 viral TED Talk “The Power of Vulnerability,” Brene shifted the face of vulnerability from weakness to our “most accurate measure of human courage” and “the birth place of innovation, creativity and change.” It is our acts of vulnerability that provide a platform for progress, inner growth and the hope for a changed future. Within service programs, how we teach and plan for vulnerability is the birth place for meaningful character growth and change that we should look at not as weakness, but as one of our greatest measures of human courage.
To move forward we must accept and be comfortable with the idea of vulnerability. We can start with building the strength to say “I don’t know” or “I was wrong.” Feeling empowered with the courage to engage in difficult authentic conversations rather than stepping on the eggshells built by the culture of political correctness throws open the doors to let vulnerability into your experience in service learning. One quote that has always helped guide me over the last decade on the path to questioning the notions of help is from Lila Watson. Lila stated “If you have come here to help me you are wasting your time. But if you have come because your liberation is bound up in mine then let us work together”.
Samantha Dear is the Director at ALIVE Outdoors (www.aliveoutdoors.com), through her work at ALIVE she builds and delivers meaningful programming to thousands of students each year. She is an author, public speaker, experiential programmer and believes in the power of meaningful and reflective practices. You can read more about her work on international service learning in a recently published book chapter (Many Meanings: Moving Reciprocity to Interdependence in International Service Learning; Dear & Howard) which can be found in Larsen’s edited book International Service Learning: Engaging Host Communities published by Routledge (2015).
It’s striking to me that the term "outdoor education” still insinuates to many people that it’s solely about learning outdoor skills. Just the other day a parent emailed to ask questions about our programs. “What’s the point in sending my daughter on an ALIVE trip this fall when she will have just returned from summer holidays?” She went on to say that she will have just spent a summer by the lake, and it is time to crack down on her academics, rather than outdoor skills.
Should we drop the term “outdoor education” and start calling our programs something like “Education for Life Success”, “Expanding Essential Life Skills in the Outdoor Classroom," “Valuable Learning" or just simply what it is --"Education?" How do we convey to doubting parents that these experiences beyond the traditional classroom walls are invaluable when it comes to nurturing key life competencies, such as learning to work as a team, how to communicate effectively, how to listen thoughtfully, how to fail with grace, how to support others in reaching their goals, how to live in community, how to sit alone in silence, etc.
How do we highlight the immense value of working together to get everything across a portage, the beauty of sleeping out under the stars, and waking up early to nature's silence and beautiful mist rising off a serene lake? For a long while now I feel like the term “outdoor education” limits people’s perspectives of the valuable lessons that can be learned when they step away from their screens, their parents and the comforts of their homes. How do we effectively explain to people that we are simply using the outdoors as a classroom for enriching the lives of young people as they move towards adulthood? How can we convey that we collectively work diligently to create and deliver programs that aim to help young people expand their depth of emotional intelligence, their sense of personal awareness, their confidence level to stand on their own when called upon, and so much more.
Later this year, with the help of Lakehead University's Assistant Professor, Ryan Howard, social media and hopefully the support of Alumni Associations through our partner schools, we intend to gather data from people that we can track down who have graduated from schools where they participated in multiple ALIVE Outdoors programs. We have countless, humbling and beautiful testimonials from students who have taken the time to reflect upon their school years and have sent us notes of gratitude for the skills that they learned through their time on their ALIVE programs, and we appreciate these notes immensely. Now we want to formally gather data to help deepen and highlight the value of the lessons that can be learned while with ALIVE.
Maybe the name ALIVE Outdoors insinuates that we are teaching the skills necessary to stay alive in the woods. The truth is, we feel we are teaching the skills to necessary to live a grounded life. A life where young people can live from a place of deeply rooted self-awareness, with the tools required to navigate whatever comes their way. ALIVE stands for Adventure. Leadership. Individuality. Values. Empowerment, but in the end, what we really hope it means is that we are delivering impactful experiences that help young people develop the tools to thrive in this ever-changing world.
In the summer months of 2016 ALIVE instructors Jackson Moores, Emily Cole, Benjamin Scott and Julie Bremner will embark on a sea kayak expedition traversing the Western Canadian Arctic. The planned route is long and remote, 2600 km with only a handful of small fly-in coastal hamlets along the way. The ALIVE community has done more than just foster the connections that led to the formation of this team; instructing for ALIVE challenged each of us to be curious and engaged, to focus on connecting to place and people. It is a community where the bar for dreams is set high, where it feels safe, even encouraged to voice audacious goals. Ours is an adventure in the spirit of tremendous dreams born at camp. Taking on this lofty of a goal feels important. Already the challenge has inspired much personal reflection and growth. As we go forward we are striving to find ways to relate our learning and to honestly and openly share a complete view of what it is like to pursue this dream.
As outdoor educators we ask our students to balance many new experiences. We intentionally seek to inspire and empower young people to explore their comfort zones. We push, gently, affirmingly, to unlock emotions and ideas that are challenging and that lead to growth. To do this effectively, especially on remote wilderness trips, we operate safely within our own comfort zones, permitting us a facilitating role in the experience while also the ability to comfortably manage risk. This Arctic adventure feeds a personal drive to push our own comfort zones. We are seeking to re-inspire that feeling of growth in ourselves. We have taken on a dream that feels huge and daunting. The scale of the northern landscape we wish to explore feels vast in context to the challenge we crave.
We are grateful that ALIVE has provided us space to more fully share this process. We are cognizant that thus far we have put forth an image of expedition planning that is joyful and optimistic. Our facebook page and website are highlight reels, rich with photographs of training paddles on the west coast of Canada featuring wildlife sightings, sunny days and dramatic landscapes. They represent much of the joy we have felt while following this dream. These moments drive us forward, but are an oversimplification of our process. Over the winter months of this past year we dedicated ourselves to team building, physical training and meticulous logistical planning. We indulged countless ‘what if’ scenario discussions. We wrestled with the modern realities of expedition planning—branding, marketing and fundraising. The learning curves have been steep. The vulnerability that comes from publicly voicing our dreams has at times felt terrifying. This project has become a piece of our identities and a full time job, one which we have been balancing with our paying jobs and relationships for over a year. It is hard to remember the days before this process when we basked in comfortable routines.
The truth is this journey has had more challenging moments than easy ones. We worry a lot. We worry about funding—taking the summer off work to paddle in a remote area adds a cost burden; we worry about polar bears and other hazards of this new environment; we worry about how we will be perceived, especially in this age of online promotion; we worry about leaving behind loved ones for 3 months and our limited ability to call home; we worry about our stress levels and how we will balance those together. Yet, we remind ourselves that we went looking for challenge. We have found it in more places than we expected, but are determined to let it propel us forward. From our worries, we find more drive. We focus in on one small task at a time, cultivating each little success to build momentum. The value of those hard moments comes out in the joyous feeling of triumph we get each time we realize this dream just might be attainable.
As our adventure goes forward we are able to articulate more of this process. We invite you to follow our journey, either through ALIVE Outdoors who will share our journey with you, or our website (www.arcticlink2016.com), where you will find our blog, photo gallery, crowd funding initiative and ways to get in touch with us. We will be heading north in June, look for a live updated map of our journey and periodic stories along the way. We will paddle all summer long and plan to fly back to Ontario in time for the fall ALIVE season where we look forward to sharing more tales under the starry nights and around the campfire.
Don’t take the simplest actions for granted. What drives a person to get up a little earlier, be a little braver and love a moment of uncertainty? Everyone is faced with opportunities where they can rise up, try something new, or place themselves in a vulnerable position. Even if only for the briefest of moments.
This morning we have been thinking about the very simple choices we make. In particular, one that demonstrates fantastic spontaneity and maybe a little hidden meaning for the future. We are at camp this week, and as we once again strive to push ourselves and our students to deepen their potential and form critically important understandings of themselves and the power of community, we are reminded that ALIVE Outdoors isn’t just about building and delivering meaningful programming. It is also about the smaller unseen things.
Early this morning, before breakfast, twenty-four high school students lined up at the swim dock for an early morning Polar Bear dip. You get the gist of it. You just woke up - rather, you are barely awake - you and your cabin mates gathered all the strength and courage you could collectively muster, and on the count of three plunge into the cold lake. Standing on shore watching the “swimmers” is a fortunate task at this time of year. The turn around time from when a warm sleepy body hits the cold water to the point you are standing back onshore is shockingly FAST! It is vividly clear that each participant’s brain is trying to desperately calibrate itself after the brief dip in water that until three weeks ago was ice.
The significance of this morning’s Polar Bear dip isn’t that 24 young men jumped into the cold lake, but rather that they planned for it the night before, woke up extra early, and showed up on time to support each other in something that was completely optional and, in truth, inconveniently too early in the morning. What struck us as significant is that these young men demonstrated the personal motivation to go above and beyond what is expected or asked of them. The only benefits for their efforts were personal; they pushed their own individual boundaries, tried something new, and rejoiced, consoled and shared in an act of community.
Reflecting on this morning’s Polar Bear dip, the characteristics that brought these young men to the water’s edge are some of the personal traits that we at ALIVE work hard to help our students build with meaningful programming. We certainly didn’t create the Polar Bear dip, and it isn’t a facilitated activity based in process or outcomes, but it allowed the students, on their own, to practice a few key personality traits that they will continue to develop over time. Personal motivation, creating memories, trying something new, being uncomfortable and rejoicing in collective success are all characteristics we know they will take with them into their future challenges. We are continually reminded of the incredible potential and abilities our ALIVE Outdoors students demonstrate, we get to see it in everything we do.
“Sometimes the little opportunities that fly at us each day can have the biggest impact.” ~ Danny Wallace
As the delayed spring finally opens its doors, a short walk in the woods quickly brings to focus the sleepy world that was living quietly below the snow (or more realistically the mud) for the last five months. Spring always seems to usher in a sense of awakening and rediscovery after the Canadian winter. Our minds are naturally thrown into the direction of possibilities and new learnings. Translating the feelings of the spring season into action is often where we fall short year after year as spring flows quickly into summer. This spring keep two key ideas in focus: adventure and inspiration.
As the river ice breaks free and the waters flow again into the Great Lakes the stories of adventures long past are reawakened and brought back to life. Our country was, and continues to be discovered by the spirit of adventure and the pursuit of what lies just beyond. Bringing these feelings back into our lives - adventure keeps the Canadian spirit of the land and the sense of identity we share close to our hearts.
Capturing the stories and spirit of adventure can be a difficult task in our daily activities, but in fact, if we look closely, we can find it in everything we apply ourselves too. The pursuit for adventure is not simply a specific action or expedition, it is the intention to look a little deeper and push a little farther. Holding in the spirit of explorers who left their mark on Canada, such as Alexander Mackenzie, David Thompson or Lady Jane Franklin we are reminded of a few key character qualities – embracing the unknown, perseverance, sacrifice, leadership, grit and unwavering conviction. Each of these qualities continue to be highly valued within contemporary society.
The rewards of pursuing adventure are often thought to only benefit those on the quest, but like us, you probably didn’t know about Lady Jane Franklin who orchestrated the unbelievable twelve-year search for her husband and in the process contributed more to the mapping and exploration of the high arctic than any other male explorer without ever setting foot in the Canadian Arctic! What are the lessons we learn from explorers’ endeavors? How do we place value on the blood, sweat and tears that was success of their hardships, learnings and journeys? Why do extraordinary historical expeditions leave a telling mark on everyone who listens to the tale decades later? There is the human tendency to be curious and to feel accomplishment – inspiring and fostering the characteristics built from adventure in the students we mentor can happen within all aspects of program delivery and implementation.
Do a quick internet search for top Canadian adventurers. Really, go do it. What you will find are endless lists of individuals who are out pushing the edges of their own personalities and seeking to deepen their souls, resiliency, experience and life path. But even more, each of these contemporary adventurers are contributing to our collective understanding of the edges of society, leadership and future progress. Each is a value we should help foster within our youth and an endeavor we should collectively applaud and celebrate. One of the greatest gifts we can give our students is the confidence to push off into the unknown and to believe that no matter what the outcome of their experience they will return stronger, brighter, and above all else have reached deeper levels of their character and disposition.
As the spring pushes us to feel the need to keep the adventurous spirit alive and to recognize that pursuing adventure is a worthwhile endeavor we can focus on the following three principles:
embrace and lean into the unknown;
challenge and hardship leads to perseverance, and perseverance leads to growth; and
exploration deepens our curiosity and allows us to build strong resilient character traits.
At ALIVE Outdoors we keep this in mind when we develop and build programs for students and teachers to experience the spirit of adventure, and to build their own stories of looking a little deeper and pushing a little farther. We are excited by the change of season. We are especially reminded of the importance of the outdoors and the impact of nature on our lives on Earth Day. Yet every day is a chance to appreciate our planet and spring yourself into adventures.
It is all in the imagery – a flickering light standing out in the darkness drawing in your gaze and captivating your attention. Is it the lantern’s glow or possibly a deeper and more profound feeling coming from the dancing light that draws us in? We light lanterns to bring light into our lives, to pull people closer together, to find our way back and to share cherished stories.
“There are two ways of spreading light: to be the candle or the mirror that reflects it.”
~ Edith Wharton
We are excited to be sharing our newest endeavor at ALIVE Outdoors - The Lantern. Our vision is for it to be a shimmering light bringing people closer together to share great ideas and help guide us all in meaningful directions. Through The Lantern, we will be casting light onto some of our own ideas, your ideas, stories and learnings, as well as reflecting the important ideas that influences the work that ALIVE and our community practices every day.
Daily, we are exposed to a constant bombardment of facts, figures, quotes, stories and new information. Why not strive to share and populate the internet with “good stuff?” Through The Lantern we will share posts that cut to the core of why we do the work we engage in. The Lantern will cover a wide variety of topics that influence and move us – with purpose, excitement and empathy. Just like a flickering flame, content shared through The Lantern will strive to dance in different directions, mirroring the cycles of ALIVE Outdoors, the instructors who work with us, the students that inspire us and the vast array of clients we are privileged to work with.
We have created this space to share and hold information with the ALIVE Community, and whomever else feels compelled to follow and share their ideas, thoughts, viewpoints, etc.
Our goal is to share ideas that fuel people and expose the light on a vast array of topics that will ideally help us all grow. Please join us on our journey with The Lantern. Stay tuned on how to contribute.