An overarching philosophy guides Longacre towards giving participants memorable challenges and experiences across many dimensions. At the core of Longacre's philosophy is the idea of "growth through challenge." Through confronting difficult tasks across a range of dimensions—physical, interpersonal, mental, and emotional—Longacre hopes that participants will discover their own power to learn and grow, even when facing seemingly insurmountable obstacles. As A. Ernst once observed, “Most people go through life without ever discovering the existence of that whole field of endeavor which we describe as second wind. Whether mentally or physically occupied most people give up at the first appearance of exhaustion. Thus they never learnthe glory and the exhilaration of genuine effort...” To support this process of self-discovery, Longacre believes that adolescents need to learn how to communicate, especially about their feelings. For this organization, sharing and reflection are a fundamental part of learning.

What makes Longacre exemplary is their commitment to applying this philosophy to learning on many dimensions, including the physical. By creating structures—like a grueling Century Ride or a Group exercise involving tough feedback—where
participants struggle together to meet the leaders’ expectations, each individual is pushed beyond where they might be able to go alone. Rigorous challenges are offered: from the physical challenge of a hiking with a 45-pound backpack to the mental challenge of navigating a high-ropes course; from the social challenges posed through cooperative living to the emotionally uncomfortable experience of receiving one’s first constructive feedback in Group. Nothing about Longacre is “busy work,” which reinforces each participants’ feeling of self-worth. Each summer expedition is carefully designed to include a sequence of developmentally appropriate activities that will foster participants’ physical and interpersonal growth within what L. S. Vygotsky (1978) calls the “zone of proximal development.”

Longacre’s collaborative culture represents their philosophy-in-action: people working together, learning together,
laughing together, crying together. I don’t mean this to be cheesy or sentimental, because this is the heart of what I believe to be an incredibly successful organization.  Furthermore, there is no privilege conferred or inequality of “tracking” to make anyone feel inferior. Instead, from Day One, the atmosphere is about being who you are in a company of friends. From the first trust-fall on the low-ropes course, to the policy of no-interruptions in Group and the shared responsibility for cook-crew, Longacre works to create a safe, supportive atmosphere where mutual trust and respect can grow.

Longacre’s Philosophy.
In sum, Longacre Expeditions incorporates the belief that individuals grow significantly when they encounter and successfully surmount physical and emotional challenges. To this end, the following statements apply:

• teenagers need and desire both physical and emotional challenge;
• teenagers need a safe and caring environment within which to test themselves;
• given this environment, teenagers can establish patterns of success, both in physical accomplishment and interpersonal communication;
• teenagers can grow to become more responsible and caring people by participating in the dynamic interaction of the group, and that they can work cooperatively in a group and respond unselfishly to the needs of others;
• through open and honest communication with peers and adults, teenagers can develop insight into who they are and how they interact with others;
• teenagers need positive role models and demonstrations of appropriate behavior.

• to return home a more confident, more communicative, more grounded individual. (Two essays written in 1991 and 1999 give eloquent evidence of my success on this dimension: Williams Application  |  BSC Application).

Completing a Century Ride was one of the hardest,
most inspiring things I've ever done (Summer 1989)

• to reach beyond his or her perceived limitations.

Climbing a long hill in one of the over five hundred miles
ridden around Nova Scotia (Summer 1989)

• to develop basic skills necessary to communicate on an interpersonal level and share in the problem-solving and decision-making of the group.

Living in close quarters requires good communication skills.
Here we are squeezed into Moby en route to Halifax (Summer 1989)

A game of spit (speed is the key to winning) taught
me that I could have fun with my peers (Summer 1988)

• to learn how to use and enjoy the wilderness and backcountry areas with minimum impact.

Lots of miles, lots of songs while backpacking 40+ miles alon
gthe Laurel Highlands Trail with our intrepid leaders (Summer 1988)

• to learn how to take care of the natural environment through sound ecological and environmental techniques.

Exploring the serenity of Maine's birches (Summer 1989)

• to develop basic skills associated with the successful performance of any of the following activities: rock climbing, backpacking, canoeing, mountain biking, caving, mountaineering, kayaking, white water rafting, scuba diving, snorkeling, sea kayaking, bicycle touring.

(Summer 1988)

Fun and canoeing on the mighty Susquehanna (Summer 1988)