Philosophy

Much of the Wambana philosophy has its origins in the thinking of German philosopher and educator Kurt Hahn who was the founder of residential schools such as Salem in Germany, Gordonstoun in Scotland and the Outward Bound Program.

Hahn’s first model of education, with distinctive learning practices, was Salem, a co-educational boarding school. Salem represented an attempt to create a healthy environment in which young people could learn habits that would protect them against what Hahn saw as the deteriorating values of modern life. Fundamental to his philosophy, Hahn saw the need for a school separate from the traditional mainstream system. It was thought that schools were not preparing individuals for the rigours of adult life and that mainstream education seemed to only represent a partial solution to the imbalance of human lives.

Hahn’s idea was an institution that was temporarily isolated from greater society. The curriculum would represent a journey quest, involve confronting challenges and provide an opportunity for service to others. The core of Hahn’s educational purpose was to conserve and strengthen the attributes of childhood into manhood. Kurt Hahn believed that the traditional school curriculum was inadequate for the total development of the child. His pedagogical philosophy and educational ideals encouraged students to establish personal goals, develop a code of responsibility, separate themselves from apathy and self-indulgence, cultivate a passion for life, work in small groups, and dedicate themselves to community service. The philosophy of the Wambana program is best summarised by the following:

Purpose

To foster growth by helping adolescent boys to better manage the transition to adulthood through immersion in community, academic, spiritual and outdoor adventures

Aims 

• Allow students to make a connection between classroom based learning and the ‘real world’

• Immerse students in community service programs to develop a sense of ‘others before self’
• Improve health and fitness levels in students
• Provide for the self-fulfilment of individuals with all their differences
• Bring awareness to students of the love and care family, friends and others have for them
• Mentor and facilitate learning environments so that students can attain real growth and development
• Have students take responsibility and ownership for their behaviour
• Use the outdoors to develop a sense of adventure and challenge

Outcomes

• Social and emotional health
• Personal growth
• Responsibility
• Outwardly looking individuals

Values

• Role Modeling
• Selflessness
• Accountability
• Integrity
• Courage
• Self Reliance