Inquiry at the Crossroads: A Facilitated Discussion Regarding Research Needs in Experiential Education

A persistent discussion topic among researchers in experiential education calls for additional dialogue among practitioners and researchers about the current and future direction of inquiry in the field. The topic was a facilitated discussion by the authors at the close of the Second Annual Symposium on Experiential Education Research (SEER) among attendees and presenters. Several broad themes developed through the discussion, including: (a) the need for access to, and adaptation of, research from fields other than experiential education, such as education, philosophy, and sociology; (b) additional investigation of research methods, particularly those in use by similar fields of inquiry; and (c) the continuing necessity to involve practitioners in the development of research questions, as well as in the application of knowledge gained from research.

The initial question for the discussion was: "Where do we need to go and what do we need to do in terms of research?" A philosopher asked the group: "Did John Dewey do research?" Dewey as a philosophic inquirer did, indeed, do research, yet in the field of experiential education few have followed his path. This point was echoed by others in terms of the need for the field to perhaps consider, anew, the philosophic basis of our empirical research. be it qualitative or quantitative, or both, a philosophy underlies it all. This point is mirrored on the practitioner side in the 2002 keynote address presented by Johan Hovelynck. The larger philosophic question raised addresses the fit between philosophy and research in the field given that Dewey, a philosopher, is cited by many as the originator of experiential education.

Discussion then turned to the development of theory in experiential education. It was acknowledged that the practice of experiential education ranges widely, and crosses the boundaries of many established academic disciplines. A hindrance to the development of theory in experiential education arises from the relatively small number of researchers who study in the area. It remains important to explore other fields in order to take advantage of larger numbers of investigators and glean from their collective efforts the theoretical threads that serve experiential education. It is to our advantage to continue developing outside theories within our practical paradigms. It can be seen that once theory takes root in our domain, we are effective at developing that theory to our own ends, and clearly more of this work is needed.

A concurrent theme in the discussion called for the development of connections with closely-related academic disciplines (kinesiology, education, sociology, etc.) which cross conceptual lines into experiential education. A clear example came in the call for research utilizing the work of Igor Vygotsky and his "Zone of Proximal Development" developed in Russia in the early part of the last century, but only lately taken up by constructivist education scholars for application to classroom experiences. As well, connections with the related fields of youth and adolescent development were also called for by some present at the Symposium. Historically, it is in this area that experiential education research has built its strongest connections, and examination of those connections may serve as a map for other domains.

Following close behind theory is methodology, and many present acknowledged the need for further examination of the methods used in experiential education research. Certainly, research conducted in outdoor and adventure-based settings have long troubled methodologists in terms of practical and logistical considerations of transporting instrumentation, interrupting the flow of experience for participants, and others. However, we need to examine the methods that we currently use and those that are used in other similar fields, such as education psychology, in order to reevaluate our research practices and in order to broadcast to others the successes and challenges of particular methodologies. Underlying practical considerations, and again, making connections with other fields, remain fundamental questions of ontology and epistemology.

As one presenter stated, it is important to "problematize the methodology" wherein the first step is an examination of paradigm and the nature of the research question itself, and the form of knowledge desired at the end of the process. Our field offers incredible possibility in terms of the triangulation of qualitative and quantitative methods, and exploration in this arena may be the best chance of our ever understanding the fluid and complex interaction of human development and environment that we propose to study. Of course, we are shouting down a well if this conversation does not include practitioners in the field. Practitioner-based research, that which involves practitioners in developing theory, method, and utilitarian application for the direct benefit of our participants, should become our guiding light.

Cross-cultural research in experiential education and international research also emerged from the discussion as important directions. Understanding differences in cultural traditions and their impact on teaching and learning, social interaction, and the assumptions made about participants and instructors would make the practice of experiential education much more effective. As a field, we have not begun the inquiry into the practice and study of experiential education across international lines. In this arena at least, the practice is ahead of the research.

Policy and land management related research was also raised as a potential track. It may be that venues currently exist for these efforts, and indeed resource-based research has a rich literature. Inquiry into the ecological impacts of experiential education, as was pointed out, should be a part of the research efforts and certainly in our practice.

Participants were asked, and by extension, so are readers, to take responsibility for the future of the seeR and experiential education research generally by searching out related research, as well as presenting empirical research. A conversation focused on what we know, and how we know it, benefits all of us as scholars and practitioners. It gives us direction and allows for the identification of critical areas for exploration in terms of both the search for knowledge and the empirical validation of our efforts to those who require it for funding. Most importantly, it was fun and there's more adventure to be had down this trail.

Shayne Galloway, Ph.D., Department of Physical Education and Recreation, Utah Valley State College, 800 West University Parkway, Orem, UT 84058

Dr. Marni Goldenberg, Assistant Professor, CaI Poly, San Luis Obispo, CA.

E-mail: goldenma@eudoramail.com

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