Lifelong interests

Many trips provide an opportunity to engage in, or develop, a lifelong interest.  We believe that helping clients do this is one of our highest responsibilities (and opportunities).

Literature

An extensive literature exists on how lifelong interests develop.  We have studied this literature to learn how we can help people enjoy their travel and reinforce or even initiate a lifelong interest.  The literature leans heavily on “self-determination theory” which emphasizes the importance of autonomy, competence, and “relatedness” (i.e., connections with others).  Other prominent work includes a “four-phase model of interest development” that describes how short-term interests may evolve to become long-term interests, and the “serious leisure perspective” which emphasizes the accumulation of skills, knowledge, experience, relationships, achievements, and a durable identity.  We have also reviewed the “recreation-specialization” literature which examines how people progress from casual beginners toward increasingly knowledgeable, skilled, and committed participants, and the “enduring-involvement” literature which emphasizes centrality (the activity begins to occupy a meaningful place in one’s life), identity expression (“this activity says something about who I am”), identity affirmation (the activity confirms a valued sense of self), and social bonding.

 Activities

 From this imposing body of work, we have identified five activities we can suggest for our clients and which often encourage the development of long-term interests or help the client engage in existing ones:

Exploration: The person or group sets off into what for them is unfamiliar ground, literally or figuratively.  The activity might be a stroll in the woods, spending a few hours studying a cathedral, or learning about an ancient and impressive culture.  Importantly, supervision, direction, and even advice are minimal.  They go where they want, not where someone tells them to go, and choose their own pursuits.

Discovery.  The investigation reveals something new and interesting to them.  It may be an unusual and beautiful bird or finding that a certain butterfly congregates on a wet spot.  The discovery is fun.  The discovery may also be learning that an achievement is feasible  (“I really can climb a steep hill!”). 

Curiosity.  For some people, the discovery leads to questions that they find interesting.  Why are the butterflies here?  Why here instead of somewhere else?  How could we find out?  For many people, the questions are fleeting and soon forgotten.  Some people, however, become seriously interested in trying to answer the questions.  This is the first step towards a lifelong interest.

Study.  If curiosity leads to commitment (to learn more), then the next logical step is to study the subject.  AI now makes study of a subject – almost no matter how arcane – extraordinarily easy compared to just a few years ago.  The wealth of information available just for the asking is almost incomprehensible and is increasing every day.

Satisfaction.  Study, however, must be satisfying or it will not be continued.  For some people, the satisfaction is generated entirely internally.  Someone may enjoy cooking or growing flowers purely for their own satisfaction, especially if they live alone.  For most people, however, external validation, including praise, is an essential part of becoming committed to the activity.  The feedback may be from friends, family, colleagues, or others.  It certainly involves communicating about their discoveries and accomplishments, and may involve presentations, writing, awards, etc.   For most people, the enjoyment of communicating about what they did and learned is a key motivator to continue the activity. 

Practicalities

We have used the foregoing work in developing our program.  If you already have a long-term interest, or might like to investigate one for yourself or for your children, these are some of the questions we’ll offer to discuss with you (but only if you want):

1.  What activities might interest you?

2.  What are your physical abilities and interests?

3.  Do you want a “project” such as keeping a bird list or a diary (we encourage this)?

4.  How much preparation do you want to do (we can help)?

5.  How much, and what kinds of, autonomy do you want (more is often good)?

6.  How can we maximize the likelihood that the activity includes interesting “discoveries”?

7.  Can we suggest activities at different locations that are similar or at least have a common theme?

8.  During your trip, how much, and what kinds, of contact with others do you want and how can we make it happen (many opportunities now exist)?

9.  What post-trip activities can we imagine for you that would “tie a bow” on the experience and encourage you to continue the activity?