A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”

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Turning Experiential Education and Critical Pedagogy Theory into Praxis (2005, background): “Some of the commonly cited goals include: character building (Brookes, 2003), critical thinking (Brookfield, 1996), and a more socially just world (Itin, 1999), among others.”
The Efficacy of an Outdoor Adventure Education Curriculum on Selected Aspects of Positive Psychological Development (2006, unknown): “This is particularly emphasized if the theoretical rationale for such an investigation adopts a “neoHahnian approach,” that is, that adventure experiences build character or have certain therapeutic effects associated with personal characteristics (Brookes, 2003).”
Experience, Reflect, Critique: The End of the “Learning Cycles” Era (2008, background): “This will require adopting theoretical perspectives that take social and cultural context seriously (cf. Brookes, 2003), that hold promise for guiding instructional practice in increasingly complex applications, and that align with the standards of established scientific and philosophical…”
Comfort Zone: Model or metaphor? (2008, background): “However, as Brookes (2003a, 2003b; 2003c) suggests, behaviour in an adventure education context may be a poor predictor of behaviour in non-adventure education specific contexts.”