When a group of teenagers shouldered their backpacks and ventured into the primeval forests of Shennongjia, what they gained was far more than just breathtaking natural scenery and memories of a trek measured by their footsteps.
What they gained was a vivid answer to the concepts of "exploration" and "giving back."
Over the past six days, seventh-grade students from an international school in Shanghai traveled thousands of miles to complete a unique Outward Bound journey. This was not merely an expedition in terms of physical distance but also an experiment in growth—an inward exploration of the self and an outward contribution to the community. Today, let us revisit this journey and reflect on the questions it raises for each of us.
First Stop: Exploration—
Venturing into the Wilderness
and Toward One Another
The starting point of exploration begins with the courage to step out of one's comfort zone.
From Shanghai to the Shennongjia Forestry District, from bedrooms to campsites: thousands of miles away from home, the participants transitioned from the city to the forest, from comfortable bedrooms to a mountaintop base with only basic facilities, gradually stepping out of their physical "comfort zones."
From individuals to a team: the theme of exploration shifted from "Can I make it?" to "How can we make it together?" In the mud, team members began reminding each other to watch their steps and naturally helped their peers retrieve water bottles from their backpacks. As one student remarked, "Our class has never been so united before."
Reflection One:
We often talk about the "comfort zone," but have you ever wondered where its boundaries lie? Is it in familiar surroundings, a fixed social circle, or the version of yourself that "should be this way"? Why is it necessary to step out of your comfort zone—especially when the environment (nature) cannot provide you with definitive answers?
Second Stop:
Exploration + Giving Back—
When Actions and
Reflections Go Hand in Hand
Midway through the journey, exploration took on a new dimension. If the first half was about "absorption"—drawing strength from nature and gaining new knowledge and confidence from overcoming challenges—the second half was about "creation"—using the insights gained from exploration to leave something behind for the local community and environment.
In the ancient village of Shennongjia, the students completed three tasks that perfectly blended exploration and giving back:
Wall Painting Memories: They transformed the visual memories of Shennongjia’s forests and clouds, along with the sweat and laughter of their trek, into artistic creations on the village walls. The visual memories of exploration became artistic contributions to the community.
New Stories of Old Houses: They visited villagers, listened to their stories, and created promotional posters for the silent old houses. The interviews and listening during exploration became a historical archive and cultural revival for the community.
Slow City Mapping: They mapped Huilongping with their footsteps, creating an exploration guide that was both practical and whimsical. The navigation and environmental skills learned during exploration became a thoughtful guide for future visitors.
Reflection Two:
Must "exploration" and "giving back" occur sequentially? Is it possible to plant seeds of beauty while exploring the world, so that the act of "passing through" itself becomes a "gift"?
As the saying goes, "When you give someone a rose, the fragrance lingers on your hands." But when "volunteer service" is sometimes seen merely as a highlight on a resume, how can we nurture young people who genuinely serve society and help others?
Third Stop:
Internalization and Outlook—
Every Journey Leads to Return
On the final day, there was no trekking or service work. Instead, the journey concluded with a unique theatrical performance and a certificate exchange ceremony.
Theater, as the ultimate form of reflection: Each group used the skills they learned in drama class to reenact classic moments from the past six days. As they physically and emotionally reenacted scenes like "getting stuck in the mud" or "painting the wall together," all the exploration and giving back truly internalized into nutrients for growth.
Mutual recognition, as the deepest form of acknowledgment: Graduation certificates and volunteer certificates were exchanged among the team members. This signified that their growth and contributions were witnessed by the teammates who "fought side by side" with them. This peer recognition was perhaps the most precious gift of the entire course.
Reflection Three:
Where should a successful experiential education program end? Is it with the embossed stamp on a certificate, the return flight, or—when the courage and responsibility learned during the course begin to quietly influence every decision you make after returning to your daily academic life?
Conclusion:
Exploration Knows No Bounds,
Giving Back Is Timely
The core philosophy of Outward Bound is "to inspire personal potential, foster a sense of responsibility, resilience, and teamwork through experiential education."
In this Central China Outward Bound course, we clearly observed a path:
Exploring the self (resilience, independence) → Exploring the team (collaboration, communication) → Exploring the world (culture, society) → Giving back to the world (responsibility, creativity).
This path began in Shennongjia but extends far beyond it.
We invite you, whether you are an educator or not, to reflect on the three questions above. Because "exploration" and "giving back" are not exclusive to travelers—they are equally applicable to our daily work, local communities, and lives.
This journey has ended, but the exploration that belongs to them, and to each of us, has just begun.
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About Outward Bound
Outward Bound, a world-leading outdoor education brand, has built upon over 80 years of steady development while consistently upholding enduring educational principles. Since its inception, the program was designed to address the multifaceted challenges faced by young people. Its authentic and challenging outdoor learning journeys continue to empower youth today, equipping them to better navigate life’s difficulties and an ever-changing world. This innovative educational model has transcended geographical and cultural boundaries, and its unique value in fostering social-emotional growth and enhancing the flexibility and effectiveness of cross-cultural learning has been widely recognized. Now implemented across six continents and 35 countries, Outward Bound stands as a powerful testament to successful adaptation across diverse socio-cultural contexts over the past eight decades.
