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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 comprised
of three components:

1. Separation from the familiar

2. Transition from old state to new state
3. Reintegration into original social structure

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

Outdoor education has distinct elements of separation from the everyday environment and a period
of 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 may
be somewhat naive in doing so, because outdoor education programs tend to lack a focus on
Reincorporation. Bell suggests a) abandoning Van Gennep’s rites of passage model, b) strengthening
the Reincorporation aspects of outdoor education, or c) continuing as is, but recognizing that
outdoor 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 the
line) 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 education
programs do not focus on stage 3, incorporation. This may have been true in the past, but
Reincorporation is becoming increasingly focused on in outdoor education programs. Outdoor
education programs of today involve linkages between program and home/work/school
environments than ever before, with considerably more reincorporation work than ever before. So, in
this 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 rites
of passage of passage and this may be leading to a social pressure to view outdoor education
programs 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 this
may well be important. This social pressure to generate genuine rites of passage is probably felt
within and amongst outdoor educators, particularly in some organizations and areas of outdoor
education, and from without, as society looks around for what healthy, guided rites of passage can
be 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 rites
of passage doesn’t make sense. A better option Bell suggests is to strengthen the reincorporation
stage, since the followup period is generally felt by outdoor educators to present something of a
challenge 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 outdoor
education programs are actually doing reasonably well with regard to sustaining positive personal
development changes on a long-term basis, but that the short-term changes (i.e., from beginning to
end of the intensive program) are small to moderate and vary widely between programs (Hattie, et
al, 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 education
programs are doing a reasonable job with regard to helping participants to transition their learning
and changes to home environments.

Perhaps also we shouldn’t be too eager to discard a model which has been found to be relevant
across many cultures over a long period of time, particularly when it seems outdoor education
programming may even be heading more towards program designs which are increasingly cognizant
of 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 in
which activities are run, to center more around the Transition process. This should be in conjunction
with the Separation and Reincorporation, but at the end of the day, the nature of the Separation and
Reincorporation 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 by
the leader, and so on. What perhaps is needed are theories which unpack the Black Box of
psycho-social change and transition, and this is where Van Gennep’s rite of passage model risks
being limiting. In this sense Maddern’s (1990) 5-stage model (based on Australian Aboriginal rites of
passage) may be more helpful.

1. Symbolic Journey [akin to Van Gennep’s Separation]

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

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

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

References

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

Gass, M., Garvey, D., & Sugarman, D. (2003).The long-term effects of a first-year wilderness
orientation 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 Outward
Bound: 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 to
our times. Adventure Education, 17(1), 29-32.

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

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