asia In t he days befor e the world had b een fully char ted,
map-makers would draw in
latin america middle east africa
Dragons to represent the lands that were still unknown.
Bold explorers who ventured beyond the map’s edge
go
were said to
“ where
there be dragons. �
learning adventures in the developing world
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Something hidden. Go and find it. Go and look behind the Ranges – Since 19 9 3,
Where There Be
Dragons
has guided thousands of students on rugged, honest, small-group journeys in the developing world. While courses vary in their focus – with some trekking and wilderness intensive, others strong on service and development studies, and still others language oriented – all Dragons courses are designed to be inspiring journeys that put a premium on authentic and meaningful encounters with distinctly unique cultures and dramatic physical landscapes. Dragons courses combine the best in experiential education, travel, service learning, and physically and intellectually challenging experiences. Working with mature and experienced guides, Dragons courses follow a core curriculum that fosters leadership, cultivates personal responsibility, and engages the whole student. On each course we challenge, educate, and provide a forum for deep reflection of our own culture and values, while becoming familiar with the complicated relationships that cross cultures and continents. “Benjamin was profoundly affected by the experience in China. He not only witnessed and experienced how differently much of the world lives, but his inner landscape was revealed to him through the process and, in particular, by your expert guidance and thoughtful exercises. While he had fun, and that was very important to him, he also was challenged to grow, first finding out more about himself and his capacities and then by connecting that to even deeper meaning.” Michael Finkelstein, father of Benjamin Finkelstein, China Language Summer
Something lost behind the Ranges. Lost and waiting for you.
go. – Rudyard Kipling
We shall not cease from exploration, and at the end of our
exploring, we shall return to the place where we started and know the place for the first time. – T. S . E l i o t
Each Dragons course is, from start to finish, a unique travel adventure that is built on a carefully considered set of principles and managed with exceptional care. We start with meticulously global citizenship
“This trip has literally been the best experience of my life so far. Since I had previously never been out of the country before, each day brought a new experience that challenged me both mentally and physically. The past six weeks have helped me discover who I am. I’ve gained so much independence and confidence. Obviously, I’ve also learned so much about Cambodia, but I’ve also learned about the whole world and how I can affect it.”
humility inter-connectedness compassion gratitude
awareness curiosity authenticity self exploration
selected field-staff, who typically work in groups of three to develop and execute the program components. With an average group size of twelve participants and a student-to-instructor ratio of 4 to 1, Dragons programs facilitate deep engagement and provide optimal levels of mentorship, oversight and attention to each participant’s health and safety. All Dragons courses follow a core curriculum that empowers students and cultivates our core values: global citizenship, self-knowledge, and leadership and skill building. Our programs are not tours or conventional trips; rather, they are expertly-lead, low-impact travel adventures that draw the most from on-site learning opportunities.
responsibility ownership courage self-reliance leadership and skill building
Juliana Heffern, Cambodia Summer
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“I loved this trip. I chose Dragons because it had a little bit of everything in the course (home stays, language study, service, trekking, etc.), and it delivered in every category.” Leigh Thomas, Guatemala Summer
c o m p o n e n t s
survey of development issues
trekking & wilderness exploration
independent study projects (ISP)
home-stays
“I think that I learned the most from my rural home-stay family. They impacted me because they were such a close knit family, and they were very involved in their community. It made me really learn to appreciate my own family more.” Sheila Sisimit, China Language Summer
intro to philosophy/ comparative religion
rugged travel
“I learned from the trek that I really CAN do it, live extremely simply, with everything on my back. And I learned to love to hike!” Rebecca Zimmerman, Guatemala Summer
focus of inquiry
language study
service learning
To e n s u r e t h a t e a c h c o u r s e i s c o n s i s t e n t l y
rewarding, our core program components
are threaded through all of our courses...
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rugged travel
home-stays
trekking & wilderness exploration
Dragons participants travel in a style that enables them to genuinely know the people of the countries we visit. Most often we travel on local buses and trains. We may pile onto a tractor or horse-drawn cart. And at an occasional river crossing, we may hop on the back of a yak. We typically stay in family-run guest-houses (small lodges), though we may stay with families, in village common huts, or at temples and monasteries. This often isn’t the fastest or most comfortable way to travel, but for adaptable participants it offers the most authentic experience.
Often the most challenging and fulfilling component of our programs, our home-stays take students to the core of their experience. Home-stay families are respected members of their local communities, and share Dragons’ commitment to expanding participants’ understanding of their culture. All have been selected because of the safety of their home environments and the enthusiasm the families have shown in working with course participants.
Whether backpacking through pristine wilderness, rafting down jungle rivers or hiking to breath-taking mountain views, we discover remote and infrequently traveled places. Intensive foot travel enables us to venture to towns isolated from modern technological influences. In a world where development increasingly encroaches upon remaining wilderness, Dragons trips are a once in a lifetime opportunity to see incredible natural beauty that is rapidly disappearing.
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service learning/ learning to serve To learn the most from our time serving others and to affect the greatest degree of positive change, Dragons works with individuals and organizations that have a long-standing commitment to the community’s needs. Participants may work as a whole group, in smaller sub-groups, or individually, participating in projects that range from classroom teaching to health-care outreach, assistance in micro-economic development, or hands-on building projects.
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survey of development issues
independent study projects (ISP)
language study
introduction to philosophy/ comparative religion
Each course explores a range of development issues, from issues in health care, resource management and environmental impact, to children and women’s issues, to peace and conflict studies. Through meetings with development professionals, participants learn first-hand how the efforts of community leaders and aid organizations both positively and negatively impact the region’s people, culture and environment.
The Independent Study Project is an opportunity for each student to choose a topic of particular interest and study it throughout the length of the course. ISP choices are limited only by a student’s imagination and selfdirection, and may include mentored relationships with artists, musicians, yogis, monks, dancers, cultivators, development workers, and healers.
All Dragons courses incorporate language training. We absolutely do not expect participants to come with language skills, nor to master them. We do expect our travelers will want to interact with locals as closely as they can. Few things do more to empower participants, and facilitate an ease of cultural understanding, than frequent language lessons with supportive instructors.
Regardless of the program, participants are introduced to the commonly shared religious and political thinking that has helped shape the country’s culture. Depending on the country, travelers explore the tenets of Theravada, Mahayana or Zen Buddhism, Taoism, Islam, Shamanism, Confucianism and Neo-Confucianism, or Hinduism. In Latin America, our programs examine how Catholicism and traditional Maya, Inca and Aztec religions have collided and intersected. We survey religious traditions through temple visits, monastery stays, and meetings with accomplished teachers and practitioners.
focus of inquiry Each course lends itself differently to the introduction of particular academic themes. Programs may be more heavily weighted towards an introduction to minority issues, land-use issues, expedition planning, or traditional art, music and performance. Course instructors present lessons and lead discussions to introduce these topics, and additional friends and contacts such as US ambassadors, high lamas, factory managers, laborers, health-care workers, farmers, career mountaineers or newspaper reporters may augment the instructors’ lesson plans.
A mind that is
by new
experiences
p a r t i c i p a n t s
s m a l l
Students join us from all fifty States and abroad. No two come from the same background, yet they have one thing in common: they want to step into unknown territory, and they want to learn. Participants on Dragons courses are looking for a truthful, enlightening experience to give them a better understanding of the world, and to provide them with the tools to help make a difference. Each year, Dragons provides scholarships to 20% of its participants, and while we cannot accommodate everyone’s financial needs we are intent on making our programs accessible to as many people as possible.
can never Dragons groups typically cap at twelve go back to its old participants. Small groups enable us to provide authentic, low-to-the-ground, dimensions. – Oliver Wendell Holmes high quality learning adventures. We can best address the personal needs, interests and goals of each traveler. “Dragons demonstrates, at every level, a And because of our small group size profound commitment to creating the very and high instructor-to-student ratio, best student experience abroad. The caliber we are able to efficiently utilize the of their on-site staff, their tireless attention to same modes of transportation used by risk management, and their truly innovative locals, and we can provide intimate approach to experiential learning make experiences without creating a wake of them a valued program partner.” cultural impact. The flexibility of small John Luria, Director groups enables us to take advantage B r i d g e Ye a r P r o g r a m , P r i n c e t o n U n i v e r s i t y of a myriad of unique opportunities. We can easily fit into a nomad’s tent, or pile into the back of a tractor. Additionally, by keeping groups small we can more easily respond to changes in the group’s health. “You will never regret throwing yourself into the experience. You might regret restraining yourself.”
Absolutely no language training is necessary. What is necessary is an enthusiasm for adventure, a willingness to leave one’s culture behind, and a desire to learn and travel with attention to one’s surroundings.
g r o u p s
stretched
Leigh Thomas, Guatemala Summer
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I went out for a walk and concluded to stay ’til sundown,
for going out, I found, was really
l e a d e r s h i p
As a professional guiding company, with more than 250,000 participant-days in the field, we have found that students’ journeys are richest and most rewarding when our instructors actively participate in the vision, planning and execution of their courses.
going
in. – John Muir
Instructor teams are typically comprised of a male and female Western guide with in-country work experience and language proficiency, and a third local instructor who has been trained to work with Western students. Through a fastidious selection process and intensive leadership training, Dragons builds leader teams that are safe, responsible and intellectually sharp, but also caring, approachable and fun. Our instructors are graduate students, returned Peace Corps Volunteers, U.N. development professionals, veteran guides, and career teachers. They share a passion for exploration, adventure, and hands-on learning through authentic, low-impact travel experiences. “Your instructors are adults with a tremendous amount of knowledge. They serve as resources and role models for the participants. Your program takes students to a world unknown to them and fosters an understanding of new cultures, religions and issues. The ability to experience this kind of learning and living enables them to develop an empathy and appreciation of both worlds.” K a t h e r i n e M a n n , m o t h e r o f M a r g o t L e d e r e r, N o r t h I n d i a S u m m e r
“The instructors now join the ranks of the most influential people in my child’s life.” Parent, Sebastion Scholl, Tibet Summer
China and North India Summers, China Semester
Katie Hagel age 35, Dragons instructor since 2004 B.A. International Studies, Middlebury College
Since her solo trip to Vietnam at the tender age of sixteen, Katie has traveled extensively throughout Asia and Oceania. Highlights of Katie’s travels have included: watching the sunrise over Mt. Everest, meditating under the Bodhi Tree in Bodhgaya, teaching English for a Tibet NGO, studying yoga in an Indian ashram, circumambulating a sacred mountain disguised as a Tibetan pilgrim, camping with Kazakh and Mongolian nomads, working on an abalone farm in New Zealand, shipwreck diving on the Great Barrier Reef, and village-hopping by mountain bike in China. Katie is a certified Wilderness First Responder.
Silk Road Summer
McKay Barrow age 34, Dragons instructor since 2011 M.A. Sociocultural Anthropology, University of California, Santa Barbara B.A. Cultural Anthropology, Minor Chinese, University of North Carolina at Chapel Hill
Three times the size of France and characterized by vast sandy deserts, ancient oasis towns, and lush alpine mountains, the Chinese province of Xinjiang grabbed McKay’s heart and hasn’t let go. In 2008, McKay received the first of his two Master’s degrees and became an English language instructor Thailand Summer at Xinjiang Normal University in Urumqi where he Mekong and Himalaya Semesters worked for two years with Uyghur and Han Chinese students. McKay is now working on a second Masters Derek Shepard degree at Indiana University’s department of Second age 32, Dragons instructor since 2005 Language Acquisition.
M. Div. Buddhism, Harvard University B.A. Political Science, Washington State University
China and Burma Summers Mekong Semester
Born and raised in rural Alaska, Derek grew up in the cold Arctic Circle where he fostered a love for the outdoors. Trading in his mukluks for a pair of sandals, Derek joined the Peace Corps in Thailand where he worked on the Teacher Collaboration and Community Outreach (TCCO) Project in the province of Ratchaburi. In addition to his work in southeast Asia, Derek’s academic background in comparative religion has made him a valuable asset on Dragons’ Himalaya and Middle East Semester courses.
Stewart Motta age 28, Dragons instructor since 2009 B.A. East Asian Studies, Colorado College
In Kunming, China, Stew has spent most of the past five years pursuing a deeper understanding of the complex issues that coalesce when balancing development, conservation, international water rights, and the political theater of China’s energy and resource needs. Stew has three-times led Dragons’ China Comprehensive summer program, the inaugural Mekong Semester, China Summer Internship program, and the China South of the Clouds Semester. Stew is a certified Wilderness First Responder.
Burma Summer
Kara Wong age 30, Dragons instructor since 2012 China Summer
M.A. Development Studies, Human Rights, Development and Social Justice, Institute of Social Studies, the Netherlands B.A. Honours International Justice and Human Rights, University of Western Ontario, Canada
Becky Best age 29, Dragons instructor since 2012 M.A. East Asian Languages and Cultures, Columbia University B.A. Religious Studies (cum laude with Distinction), Yale University
Becky has explored China through fields as diverse as art, film, religion, literature, politics and anthropology. Her particular interest in Buddhism led her to study abroad at Tibet University. While living in Lhasa, Becky immersed herself in Tibetan language study, hopped on pilgrim buses, and learned to like butter tea. During the academic year, Becky teaches Mandarin and Global Studies to high school and middle school girls near Philadelphia.
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After working on advocacy campaigns and public education initiatives in Canada, Thailand and Mozambique, Kara moved to the Netherlands to pursue an MA in Human Rights, Development and Social Justice. Following her graduate work, Kara moved to Burma where she co-founded a community-based leadership and university preparation school. In Burma, Kara has spent three years cultivating a learning community that empowers young leaders with the knowledge, skills, experiences and confidence to successfully navigate personal and social change.
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d r a g o n s Nepal and India Summers, Himalaya Semester, Nepal Educator
Sweta Gurung age 32, Dragons instructor since 2006 Sweta is among few Nepali women to have rafted, paraglided, trekked and motorcycled her way across Nepal and North India. Sweta is the founder/director of a Nepal based non-profit organization working to create educational opportunities for youth in Nepal. She has led summer, custom and semester programs for Dragons and is a certified Wilderness First Responder. Sweta speaks Nepali, English, Hindi, and Spanish. She loves dancing, and has a passion for female Asian writers, the work of Rabindranath Tagore, and Led Zeppelin.
i n s t r u c t o r s North India Summer, Himalaya Semester
Adrian Smith age 38, Dragons instructor since 2003 B.A. Environmental Studies/Human Ecology, Middlebury College
Adrian loves to explore remote Himalayan valleys and villages, visit holy temples, and spend time in sacred places. He has spent much of the past twelve years in Asia, sharing these places with students, having led 14 summer and semester programs through India, Nepal and Tibet. For all of the intrigue of the cultures and landscapes of the Himalayas, Adrian is most grateful for having come into contact with Buddhist teachings and the universal values which emerge when contrasting vastly different world views. Andes & Amazon Semester
Julianne Chandler
Guatemala and Nicaragua Summers Central America Semester
age 28, Dragons instructor since 2010 M.A. Poverty and Development, Institute of Development Studies, England B.A. Anthropology and Latin American Studies with honors, New York University
Adelaide Nalley age 33, Dragons instructor since 2005 M.A. Sociology, UCLA B.A. Sociology (high honors), UC Berkeley and UC Santa Cruz
For the past nine years Adelaide has been exploring culinary delights, conversing with extraordinary individuals, learning about political and personal struggles, and dancing wildly to superb (or not-so-superb) live music in nearly forty countries. In Argentina Adelaide studied circus arts; in Colombia she monitored US foreign policy; and in the SF Bay Area she directed school service learning. Recently, Adelaide has developed a passion for permaculture and natural building, which she has since studied throughout the Americas. 2013 is Adelaide’s 8th year leading with Dragons. Nicaragua Summer, Central America Semester, Nicaragua Educator
Dhyana Kuhl age 34, Dragons instructor since 2011 M.A. International Education Development, Columbia University B.A. Language, Literature and Culture, Antioch College
Dhyana’s career as a teacher has zigzagged through northern California, central Mexico, Ciudad Juarez, New York City, Nicaragua, and the Ancash region of Peru. For 7 years Dhyana coordinated development projects in Nicaragua. Since 2008, Dhyana has been supported and inspired by the work of The Poverty Initiative in NYC which brings together low-income community organizers committed to building a movement to end poverty, led by the poor. Most recently, Dhyana has served as the Development Coordinator of “Cooperativa INNOVA” where she works with engineers to confront climate change and unemployment by training young workers to use sustainable technologies.
Julianne has lived, worked and studied in Chile, Mexico and Bolivia. After completing her degree at NYU, Julianne moved to Bolivia to work with a local NGO on mitigating the impact of natural disasters among Tsimane indigenous populations in the Amazon basin. She currently lives in Bolivia where she works as the Program Coordinator for the Foundation for Sustainable Development (FSD), facilitating partnerships with over 30 local non-profit organizations and conducting workshops on sustainable development, grant writing, and relevant social and political issues in Bolivia. Guatemala Summer, Andes & Amazon Semester
Eva Jahn age 30, Dragons instructor since 2008 B.A. Social Work and Pedagogy, University of Applied Science, Hochschule Niederrhein
Before working with Dragons, Eva spent three years in Guatemala where she mentored international volunteers in over 100 local and international NGO/NPO service-learning projects. During that time, Eva also built a social work program for a local school, focusing on psychological and financial support for families and coordinating workshops that addressed selfesteem and sexual education issues. Building on a foundation of 360 field-days with students, Eva has become a passionate architect of our Guatemala courses. Eva also has a parallel profession, working with victims of human trafficking and sexual and labor exploitation.
Peru Summer, Himalaya Semester
Japhy Dhungana age 28, Dragons instructor since 2010 B.A. Summa Cum Laude, with Honors, Anthropology, University of California Los Angeles
Raised in his native country of Nepal, Japhy spent his childhood exploring the Himalayan range and dreaming of exploration and adventure in distant places. After completing his undergraduate studies at UCLA, Japhy rode his beloved bicycle, “Bucephalus,” from his mother’s front door in the US all the way to Tierra del Fuego, Patagonia. An accomplished alpinist and rock climber, Japhy feels blessed to have climbed across the Andes, the Himalayas, and on the granite walls of Yosemite. He guides mountaineering trips for the Sierra Club and is a certified Wilderness First Responder.
Peru Summer
Annelies Hamerlinck age 33, Dragons instructor since 2011 M.A. Development Cooperation, University of Ghent, Belgium M.A. Strategic Business Administration, Centrum, Lima – Babson College B.A. Sports and Movement Sciences, University of Ghent, Belgium
In Belgium, Italy and the Spanish Pyrenees Annelies instructed kayaking, rock climbing, canyoneering, rafting, hiking, speleology, mountain biking, and ski courses for the visually impaired. Annelies started up Vamos Expeditions, a “fair travel” adventure tour operator based in Peru that works hand in hand with Andean, coastal, and Amazonian communities to help preserve their environmental and cultural heritages. Annelies speaks 7 languages and is convinced that continuous learning through challenges and travel is the best food for the heart and soul. Jordan Summer, Middle East Semester, Jordan Educator
Rwanda Summer
Alena Bartoli
Emmanuel Dukundane
age 34, Dragons instructor since 2007
age 30, Dragons instructor since 2011
M.A. International Studies, Uppsala University B.A. Geology & Geophysics/International Studies, Yale University
B.A. in Chemistry, National University of Rwanda
As a teacher at a private secondary school in Rwanda, Emmanuel developed a passion for teaching and especially for cross-cultural exchange. For the past two years Emmanuel has served as a counterpart to a US Peace Corps Volunteer, ensuring the volunteer’s integration and safety in a small village in Eastern Rwanda. Emmanuel himself has enjoyed traveling in Burundi, Uganda and Tanzania, where he spent two years as a refugee in 1994.
Jordan Summer, Middle East Semester
Senegal Summer Princeton Bridge Year Custom
Paul Fean Christy Sommers
age 30, Dragons instructor since 2009 M.A. International Education and Development, University of Sussex B.A. Political Science and International Studies, Northwestern University
Christy first fell in love with West Africa when she spent a year doing teacher training in GuineaConakry in 2005. Christy recently returned to Dragons after completing a year and a half as a Fulbright Fellow in Bangladesh, where she undertook research on rural primary education and studied Bengali. Christy is a certified Wilderness First Responder. She speaks French, Bengali, some Spanish and Italian and is presently mastering Wolof and Pulaar.
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age 32, Dragons instructor since 2012
Exploration has always been a significant part of Alena’s life, whether following the neighborhood stream to its source as a child in California, studying the politics of identity as a graduate student in Sweden, or living with a Bedouin tribe in southern Jordan. Alena first came to Jordan to direct the college advising program at King’s Academy, a boarding school based on Deerfield Academy, her high school alma mater. After leaving King’s Academy, Alena spent a year managing AMIDEAST’s programs in southern Jordan. She currently runs her own consulting business out of a small house in Diseh village, Jordan.
Ph.D. International Education, University of Sussex M.Sc. Social Research Methods (Education), University of Sussex B.A. Arabic and French, University of Manchester
Paul’s first foray into the Middle East involved work as a volunteer English teacher in Palestinian camps in Lebanon. Paul then spent five years working in education in Sudan, which included work to establish an educational NGO. He returned to Khartoum for his PhD fieldwork, which necessitated mastery of Arabic while he conducted research and ran discussion-based workshops. Since completing his PhD, Paul has worked as a research consultant for a Jordanian educational charity.
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Dragons offers the most comprehensive travel and learning experiences available in
china
with intimate and meaningful explorations
that provide a window on China’s past while informing students on the expanding potential of China’s future. We travel from mega-cities to small rural villages, sleep on the Great Wall and camp on the Tibetan Plateau, dine in simple night markets and in grand Qing Dynasty courtyard homes, and hike breathtaking mountains while also exploring areas straining under the weight of development.
china tibet and the silk road prog rams for students and educators
Every Dragons China program is broad in scope, with exploration of extreme rural and urban realities, as well as the complicated and prevalent co-existence of minority and majority cultures. We meet with artists, musicians, authors, traditional doctors, farmers, journalists and philosophers, and are introduced to China’s philosophical, social and political movements. On all China programs, students are introduced to Chinese language study. Throughout our China journeys we examine the diversity of culture and human experience in China and learn about the issues China confronts as it continues down its extraordinary path of modernization.
“Well planned. Well balanced between rural/urban. Excellent instructors. Our daughter came home exuberant and inspired.” K a re n Wa l s h , A d r i a n , C h i n a L a n g u a g e S u m m e r
“This program met and far exceeded my expectations. As I was deciding which Chinese program to apply to for this summer, I definitely saw a difference in the way Dragons approaches their courses, which was the reason I ended up applying and coming, but I never anticipated how amazing the group of people and the opportunities were going to be. I feel that in coming on this trip, I have not only gotten a really great introduction into ‘real world Chinese,’ but also have gotten to learn about how awesome China is through home-stays, our instructors, and getting to experience rural and urban areas and the cultures of those places.” Grace Arnold, China Language summer
Among the first and still the best, twenty-one years of China programming... S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 C h i n a L a n g u a g e Yunnan Province 4 a n d 6 w e e k China Comprehensive 4 and 6 week S i l k R o a d Western China 6 w e e k C h i n a I n t e r n s h i p Kunming 4 w e e k S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 S o u t h o f t h e C l o u d s S e m e s t e r Accredited Fa l l a n d S p r i n g E x p e d i t i o n a r y I n t e r n s h i p Kunming S p r i n g Educator Programming C h i n a E d u c a t o r A New Paradigm in Sustainability S u m m e r
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With biologically diverse jungles, rich river basins thickly-forested mountains, and stunning coastline,
southeast
asia
is a land of exceptional natural beauty. On a journey through Southeast Asia, students are swept off of their feet by the surroundings, but even more so by the immense culture of hospitality that they encounter in every interaction. These courses are for thailand cambodia burma indonesia prog rams for students and educators
students who want to be intrigued by diverse historical, environmental, and religious experiences amid cultural backdrops known throughout the world for their artistic aesthetic and cultures of balance, calm and compassion. In Southeast Asia, students discover their potential for participating in constructive change through service and global citizenship. A journey through Southeast Asia is an opportunity to be involved in community building and to get beneath the skin and delve into cultures of tremendous kindness, generosity, and spirit.
“A stunning experience handcrafted by experts, and the seminal experience in my life so far.” Grey Martin-Buhrdorf, Burma Summer
“The greatest compliment that Marjorie paid Dragons was that she wished she had done it BEFORE she did her other (shorter) gap programs, because she regretted all the things about those trips that she took for granted or overlooked. She seemed to be saying that her experience with Dragons showed her HOW TO LOOK at the world around her, not simply to put one foot in front of the other.” Rita Isaacs, Indonesia Semester
S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 T h a i l a n d The Spirit of Greng Jai 6 w e e k B u r m a Service Learning and Development Studies 4 w e e k C a m b o d i a Studies in Development and Peace 6 w e e k I n d o n e s i a Island Cultures and Conservation 6 w e e k S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 M e k o n g S e m e s t e r Cambodia/Laos/China Fa l l a n d S p r i n g I n d o n e s i a S e m e s t e r Fa l l a n d S p r i n g Educator Programming C a m b o d i a E d u c a t o r Reconciliation and Transformation in the 21st Century
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Influenced on so many levels by the tenets and aesthetic of
Buddhist tradition, life in the
himalayas teaches us to explore
and embrace the
unknown with tolerance, openness, curiosity and compassion. Featuring a unique balance of program components, Dragons’ Himalaya programs match the intensity of the physical experience with the intensity of the spiritual experience, providing students with an opportunity unlike any other to explore intimacy and openness within a small group setting. Dragons adventurers in this mystical and remote region relish in culturally-intimate interactions, profound self-exploration and cultivation, and some of the greatest trekking on Earth.
nepal and india prog rams for students and educators
High on the “Roof of the World� the sun shines brighter than anywhere else, and the harsh realities of the climate shape the character of the people and the ways in which they pass their days. It is not uncommon during a Dragons Himalaya program to join our hosts in the fields: harvesting barley or mustard seed; grazing sheep and goats; or milking dri (female yaks), a staple life source in an environment that produces limited basic commodities. In these lands, Buddhist religion pulses through all aspects of daily life and through all levels of society. No matter our location, in cities, rural villages, or atop high mountain passes, we are never far from extraordinary places of worship.
“Nate scored his Dragons trip an “11” on a scale of 1-10. He arrived home dirty and smelly, but more mature, thoughtful and with a greater understanding of that part of the world. ...the course exceeded our expectations in every way.” K a r e n Z u c h e r, p a r e n t , N o r t h I n d i a S u m m e r
“If you want to go on this trip you might be looking to find your spiritual self, to get away from your constant claustrophobic routine, or to simply experience a new foreign culture; but what Nepal has in store for you goes beyond that. This isn’t a program that you go on and say ‘well that was fun,’ this is a program that makes you cry, that makes you scream, that makes you so indescribably happy that you feel your soul might burst. You will be pushed, and you might not necessarily find peace, but you will never regret coming here.” Nika Fehmiu, Nepal Summer
S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 N e p a l Traditions of the Himalayas 4 w e e k N o r t h I n d i a Roof of the World 6 w e e k S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 H i m a l a y a S t u d i e s S e m e s t e r Accredited Fa l l a n d S p r i n g V i s i o n s o f I n d i a S e m e s t e r Accredited Fa l l a n d S p r i n g Educator Programming N e p a l E d u c a t o r Cultural Survival and Sustainable Development S u m m e r
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These Dragons adventures lead us through the cobbled streets of colonial cities
america latin of
where the contagious rhythm of salsa music drifts past the gilded facades of impressive cathedrals. Trekking to isolated villages tucked deep in the folds of the sacred Andes
mountains, we wake to the sound of llamas being herded to pasture as host families prepare a simple breakfast over an open fire.
guatemala nicaragua bolivia peru prog rams for students and educators
On a river barge we travel deep into the heart of the Amazon rainforest where we tackle the challenges faced by indigenous tribes and world-class scientists as they struggle to negotiate critical conservation and development strategies. On a Dragons Latin America program, expect to hone your Spanish language skills; dive into current issues such as immigration and trade; explore topics related to indigenous movements, conquest, revolution, and social justice; get your hands dirty in an environmental service project; and participate in the uncommon beauty, diversity and warmth of life within the jungles and mountains that form the map’s edge. “There are things in life that cannot be explained, and instead need to be experienced. Get ready, get set, the time is now.� Zoe Rosen, Guatemala summer
“Amazing trip. Perfect balance of eye opening community stays, wilderness exploration, and cross cultural exploration.” Adam Freedman, Peru Summer
“This trip was everything I expected and more. I am taking back with me so much knowledge, and I genuinely believe this course has done more than just given me knowledge. I have become a better person.” A n d r e w S i n c l a i r, B o l i v i a S u m m e r
S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 G u a t e m a l a Spanish Language Intensive 4 a n d 6 w e e k N i c a r a g u a Cultivating Change, Spanish and Service 4 a n d 6 w e e k P e r u Sacred Mountains 4 a n d 6 w e e k B o l i v i a Leadership and Spanish Language 4 w e e k S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 C e n t r a l A m e r i c a Seeds of Change Fa l l a n d S p r i n g A n d e s a n d A m a z o n Peru and Bolivia, Accredited Fa l l a n d S p r i n g Educator Programming B o l i v i a E d u c a t o r Climate Change and Environmental Justice S u m m e r N i c a r a g u a E d u c a t o r Training: Global Citizenship and Leadership Education
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Dragons’ participants often long to return to a quintessential way of being in
africa
with the ease of interacting with neighbors in an existence that sways with the cycles of the seasons. It is not uncommon on a Dragons’ Africa program to join our home-stay families toiling in the fields or milking cows; to
senegal rwanda morocco summer and semester programs for students
dance unreservedly amidst encouraging on-lookers; to ceremoniously share a cup of tea for hours with neighbors; to meander through bustling markets. Dragons’ Africa programs are distinguished by a focus on human to human relationships with meaningful service work and generous home-stays. Also common to these programs is an inquisition into development, a submergence into authentic cultural experiences, and a comparison of traditional values juxtaposed with modernization.
“I learned so much in terms of spoken and comprehensive language, Moroccan culture and way of life, and friendship and hospitality. I also learned a lot about myself, as I was surprised I was able to thrive so well in an environment I never could have imagined myself being in.” Jackson Kenna, Morocco Summer
“I loved our music and dance lessons. Not only does music say so much about a culture and a people, but it unites us. And no matter who we were with, how uncomfortable we were, or how strange it was, when the music began we were connected, we were unified.” Julia Chanin, Senegal Summer
“This trip was amazing, fun, exciting, and challenging. It was unlike anything I ever did before and I am so thankful that I had the opportunity to participate, specifically with a wonderful group and the best instructors I could imagine. I feel very good about my performance on this trip and am very proud of the ways in which I grew as a person and a leader.” Alice Woods, Rwanda Summer
S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 S e n e g a l Terranga, the Warm Embrace of West Africa 4 w e e k R w a n d a Transforming Conflict 6 week M o r o c c o Crossroads of Mountains and Faith 4 week S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 S e n e g a l The Rhythm of West Africa Fa l l a n d S p r i n g
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When traveling in the deserts, villages and cities
middle east of the
students are struck by the contrast
between profoundly ancient and progressively modern systems of thought, behavior and culture. The proverbial cradle of civilization, the lands incorporated within the modern day Levant are home to an ever-changing multitude of kingdoms, peoples, religions and cultures. In the heart of Bedouin territory, Dragons participants trek along Lawrence of Arabia’s famed path to the beginning of the Arab revolt. Around the ancient Nabatean city of Petra, we spend our nights in traditional Bedouin villages. In the Jordan Valley, we explore ecological challenges facing the region’s desert nations. As regional political realities settle, students on our Middle East programs are provided further learning opportunities through contrasting travel experiences into parts of neighboring Egypt and Israel.
jordan and the levant prog rams for students and educators
“Jordan, West Bank, and Israel themselves are the most amazing and enriching places I ever wanted to visit. This trip, through the specific structure and mechanics of a Dragons program, provided me with the first peak into the heart of a region’s culture, humanity and social transformation.” Leo Lou, Jordan Summer
“I had an incredible summer on my Dragons course. My expectations were absolutely met and my actual experience went way beyond expectation.” Miriam Zlotnick, Jordan Summer
“When people at home have asked me how this trip was, each time I told them that it was a ‘life-changing’ experience for me. Not only have I learned so much from/about the culture and people in Jordan, but I have also learned a ton bout myself and others. I now have been all over Jordan and am really taking away a profound, new perspective on the Middle East. I am so fortunate to have been able to come on this program, especially with these instructors and these students.” Kennedy Edmonds, Jordan Summer
S u m m e r P r o g r a m m i n g S t u d e n t s 15 - 2 2 J o r d a n Arabic Language and Culture 4 w e e k J o r d a n Crossroads of Tradition and Modernity 6 week S e m e s t e r P r o g r a m m i n g S t u d e n t s 17- 2 2 M i d d l e E a s t Semester in Jordan and the Fertile Crescent Fa l l a n d S p r i n g Educator Programming J o r d a n E d u c a t o r Cultural Transformation and Paths to Peace S p r i n g
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a t t e n t i o n
t o
h e a l t h
We understand how political concerns and other risk issues weigh heavily on the minds of participants and their families. In determining course areas, designing itineraries, hiring staff, and working with contractors,
safety is our paramount concern. Dragons instructors are experienced and mature adults, motivated to exercise good judgment. We have developed relationships with medical clinics and emergency evacuation resources in all the countries in which we travel. Our emergency response team and outside contractors rehearse scenarios and manage evacuations with exceptional care. Our itineraries are designed to calculate distance to emergency medical care, evacuation procedures, access to quality food and water, rates of acclimatization, and quality of transportation. We maintain a student-to-leader ratio that averages 4:1, and we keep groups small to promote social relationships and to create an environment that can nurture students’ physical health and mental well-being. Dragons’ risk management team assesses risk issues before each course goes into the field. If we determine that travel to a planned program area will present unacceptable risk to our students, we will alter our travel plans without hesitation – something easily done due to the strengths of our instructor teams, the limited size of our groups, our low student to leader ratio, and the support provided by our administrative staff. There are inherent and other risks in adventure and recreational activities and travel which we cannot control. Traveling in foreign countries, at high altitudes, in wilderness areas or mountainous terrain, presents real risks. Unpredictable changes in weather conditions, political instability, or recreational or travel activities such as trekking, backpacking, bike riding, or taking local transportation involve hazards that can lead to injury or possibly even death. Evacuations can be difficult, and can be complicated by severe weather, poor roads or other unforeseen circumstances that are
a n d
s a f e t y
beyond our control. On some of our programs we may be several days from competent emergency medical care. Students interested in our programs should understand the risks and hazards, and be willing to take personal responsibility for their well-being. This process begins when students are medically screened for our programs. In consideration of the primacy we place on risk management, we require a candid review of each student’s medical history, and students found to have withheld medical or psychological issues will be asked to return home early, without refund. Though courses vary in physical rigor, all students should be in reasonably good physical condition prior to attending any Dragons program. As some programs are much more strenuous than others, students should carefully read individual program descriptions for details. We have an excellent safety record and we take pride in the attention we give to the health and safety of our participants. Please read all our program materials thoroughly, and call us if you have any questions.
“The organization is tightly run. Requests are responded to quickly, questions answered immediately, concerns addressed on the spot. The organizational effectiveness and interaction with parents inspires confidence. We as parents felt that our child would be in good hands.” Betsy & Jeff Maas, parents of William Maas, Silk Road Summer