Special Focus on Place-Based Education

Experiential educators are a talented bunch and the field expects much from them. Many leaders assume responsibilities for safely leading participants into adventurous learning contexts, often in outdoor settings. They usually have a broad range of competencies and values, need sound judgment, well-developed personal and interpersonal skills, in-depth knowledge of teaching and learning theory, a well thought-out experiential education philosophy, finely tuned technical skills applicable to a variety of activities and settings, and the ability to interpret natural and cultural environments leading to a deep sense of place. The two articles in this issue of the JEE deal with the last of these competencies - developing a sense of place, more generally known as "place-based education."

In his article in the Journal of Adventure Education and Outdoor Learning (2[2], 2002, pp. 113-125), Chris Loynes criticizes American experiential educators for the algorithmic (highly structured) ways in which they conduct outdoor programs. He proposes 12 characteristics of a new "Generative Paradigm," including: "It restores place as a central and critical dimension of equal value for learning and meaning as the self and the group" (p. 123). Because only a handful of the articles have appeared in the JEE addressing this important leadership aspect, this two-part focus examines the topic in more depth. The authors, Cliff Knapp and Molly Baker, provide food for thought and specific suggestions for incorporating place-based education into adventure programs.

Knapp briefly outlines the emerging field of place-based education. He discusses how Aldo Leopold's writings in A Sand County Almanac demonstrate a "pedagogy of place" by identifying 10 awareness techniques or ways of perceiving nature and culture. The article suggests that leaders examine the writings of other naturalists to discover their techniques for improving nature literacy on adventure trips. Baker presents a "Landfull Framework," composed of four levels and supported by a catalyst she describes as a "Sense of Wonder." Her article provides a rationale for reconnecting to the land and offers several practical suggestions for implementing a landfull approach to adventure leadership.

Both authors view place-based teaching as an essential leadership competency and believe that experiential educators can benefit from guidance in this area. They hope to stimulate an ongoing discussion of placebased education in the form of more JEE articles and workshops at regional and national conferences. Read on to delve deeper into a stimulating and critical area of education based on contextual learning opportunities in nature and culture.

Copyright Association for Experiential Education 2005
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