Choose Life

& Choose Life Ministries

Experiential Learning:

 A Choose Life Question

·        "The question the teacher must ask about his curriculum, is not what the youth can do with it, but rather what it will do to the youth.

 

·        Another question to consider, is what materials and methods I can develop to help the young people to become more complete, and help them become what they are capable of being."

                                 Ken Kallish

Choose Life Church


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Philosophy of Choose Life Experiential Training

One of the factors that are universally accepted to produce maturity, or the absence there-of, is how an individual relates to past experiences and the emotions involved at the time (natural reactions like rejection, love, fear, joy, pain, etc.).

 

Experiences will subconsciously create the response  when obstacles are faced in everyday life. The individual will almost immediately either retaliate or accept a challenge, depending on the subconscious memory of similar, previous experiences. Memories of failure, pain, hunger, bitterness and disrespect will cause one to retaliate and run away, but memories of overcoming, success, love, joy and accomplishment, will cause one to face the challenge no matter what the fear, risk or emotions involved at the time.

 

Through controlled risk, successful completion and guidance through obstacles and tasks, we create successful personal experiences of  "overcoming" and"accomplishment".  The experiences produce measurable maturity from within and create self-respect and self-worth.

 

This transforms a previous weak and unconfident person into a spirited and ardent being, to be handled “with gloves only”.

 

“We produce young people able to effect what they saw to be right, despite hardships, danger, inner-scepticism, mockery, or the emotions of the moment.”

                                                                                                       Kurt Hahn

 Hahn also said

“ I regard it as the foremost task of education, to ensure the survival of these qualities an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness of sensible self-denial, and above all… compassion”.

 

Comparable growth in any person can in no way be accomplished through theorising or the entertainment of students, just to enjoy the curriculum.

 We believe that the sole mission of the educator is to challenge young people accepting experiences and challenges, which will produce memories that will strengthen their character for the duration of their life.

 We take an individual, sometimes in a group setting, out of his comfortable environment and place him in an isolated adventure setting, where we can control as much of his environment and risk as possible.

 This physical, social and environmental change is drastic, causing intense interaction, concentration and a tendency of togetherness with complete strangers.  Through this we create safe, constructive life- changing adventure experiences, which leaves traces of “success”, “overcoming” and “self-worth” in every task attended.

 

We use physical and psychological challenges as a means to enrich and intensify experiences.  It becomes conductive to hearing when one can both test himself, reflect on the experiences, and then sometimes challenge oneself to do the activity again, to experience the decisions and assumptions made through reflection and corrections of mistakes previously made.

The experiences must be new, unusual and in a format challenging to spirit, mind and body. Although risk is always an element, it is controlled to the finest detail for utmost safety.  Experiences can be strenuous to “push the limits”, or “laid back” to promote creativity or relaxation.

 

All these activities are a means to an effective experience, but the main aim is that adventure; curiosity and risk will lead to self-discovery and personal growth, so that young people might have life and have it more abundantly by being prepared and equipped for whatever is lying ahead.


Growth and learning are dynamics which cannot be pinned down to laws or effects. Education in its simplest level, can be seen as a person who seeks to share himself and what he knows, with another who desires to learn.  All begins with the father,  master craftsman or teacher, who seeks to design experiences which will meet real needs of a child, apprentice or student.

 

" Now what is so precious about curriculum, which no one assimilates anyway, or schedule of classes, which piles boredom on failure and failure upon boredom, that these things should supercede the actual needs of child? "  

                                                                            George Dennison

                                                                                      - The lifes of children.-

 

An effective curriculum or instruction is grounded in the conviction that the learner is more important than any content to be learned.


Quotations from "the Role of the Instructor" Ken Kallish