Feeling Green: Linking Experiential
Learning and University Environmental Education
Tarah Sharon Alexandra Wright
Dalhousie University, Nova Scotia
Abstract
While
university education about the environment has existed for centuries, it has
been criticized for being reductionist and empirical. Subjects such as biology,
chemistry and geography have instructed students with regard to the fundamental
principles of nature, but have failed to promote an understanding or
appreciation for the environment as a whole. Experiential learning, or learning
by doing and reflecting, is an excellent tool that can facilitate this process.
This paper will present a brief review of environmental education, discuss
experiential learning literature and illustrate how the two can be linked. The
argument underlying this conceptual paper is that environmental studies and
science courses in institutions of higher education can be enhanced through
experiential learning, and that such an approach to education would better prepare
students to address the environmental problems of the future.
Introduction
O |
ur world is
changing. The earth that supports all kinds of life is slowly becoming
inhospitable for human beings. While we may not feel minute changes in global
temperature, personally witness the disappearance of species, or understand how
deforestation affects individual livelihoods, the degradation of
the environment is real and must be addressed if we are to assure our survival.
Institutions of higher education may be able to help in the preservation of the
earth and of humanity.
While education about the environment has
existed for centuries, it has been criticized in the past for being
reductionist and empirical (Fien, 1988; Orr, 1995; UNCED, 1992). Subjects such
as biology, chemistry and geography have instructed students on the fundamental
principles of nature, but have failed to facilitate an understanding or
appreciation for the environment as a whole.
Often those who do comprehend our plight
intellectually cannot feel it, and hence
they are not moved to do much about it.
This is not merely an intellectual failure to recognize our dependence on
natural systems, which is fairly easy to come by. It is, rather, a deeper
failure to join intellect with affection and foster loyalty to particular places, which is to say a failure to bond
minds with nature (Orr, 1996, p. 11).
Although there are some exceptions, it is
widely believed that university science teachers have neglected to illustrate
the connection between human beings and their natural surroundings, and have,
therefore, produced students who can not adequately deal with today’s
environmental crises (Orr, 1995; Palmer, 1997; Schwass, 1986; Smith-Sebasto,
1997). The responsibility for the amelioration of environmental problems does
not lie within the hands of one discipline alone. For the purposes of this
paper, the scope will remain at the level of environmental studies and science
faculties. These faculties and departments must avoid the passive role that is
often assigned to students by traditional teaching methods, such as lecturing,
and find new approaches to learning in order to adequately prepare students to
deal with the environmental realities of our future.
No amount of preaching to the citizenry
about the perils of a polluted environment, the dangers of irresponsible
disposal of wastes or deforestation and the benefit to mankind [sic] of
greening the environment will make people act to seek to forestall
environmental degradation unless they are imbued with a deep concern for the
common good, a sense of responsibility for maintaining a balanced and healthy
ecosystem and a strong drive to achieve harmony with nature (UNESCO, 1990, as
cited in Clover, Follen & Hall, 1998).
Experiential learning is an excellent tool to facilitate this
process of preparing students.
It attempts to create a connection between the learner and the
content being taught by
involving the student in reflection on his or her experiences. It
has been defined as “a process through which a learner constructs knowledge,
skill, and value from direct experiences” (Journal of Experiential Education,
1994, as cited by Luckman, 1996).
This paper will present a brief review of
environmental education, discuss experiential learning, and illustrate how the
two can be linked. The argument underlying this conceptual paper is that
environmental studies and science courses in institutions of higher education
can be enhanced through experiential learning, and that such an approach to
education would better prepare students to address the environmental problems
of the future.
What
Is Environmental Education?
I |
n the past, environmental education was limited to specific
scientific disciplines such as chemistry, biology and geography. Environmental
education today is seen as more holistic, integrating many traditional
disciplines into one. Defining this new vision of environmental education can
be a great challenge as it is often used broadly and has various meanings for
different teachers, facilitators and practitioners. The following are examples
of definitions:
Environmental education is learning that
develops a productive relationship with the natural world (Randle, 1989);
Environmental education is both a vision
and a process that involves learning for
change (Clover, Follen & Hall, 1998);
Environmental education is a process for
aiding people to become environmentally knowledgeable and skilled in working
towards achieving a dynamic equilibrium between quality of life and quality of
the environment (Hungerford, Peyton & Wilke, 1980); and
Environmental education is the process of
recognizing values and clarifying concepts in order to develop skills and
attitudes necessary to understand and appreciate the inter-relatedness among
humans, their culture and their biophysical surroundings (IUCN 1970).
In 1977, the United Nations Environment
Program (UNEP) and the United Nations Educational, Scientific and Cultural
Organization (UNESCO) met in Tbilisi, USSR at the Intergovernmental Conference
on Environmental Education in order to establish the goals and objectives of
international environmental education programs. The following three goals were
agreed upon: to foster an awareness of the environment; to provide every person
with the opportunity to acquire the skills needed for environmental protection;
and to create positive patterns of behaviour towards the environment
(UNESCO-UNEP, 1978). The objectives were listed under five categories. These
included the creation of awareness for the environment; helping students gain
knowledge in a wide variety of environmental experiences; aiding students in
developing feelings of concern towards the environment; helping students
acquire the skills for identifying, investigating and solving environmental
problems; and providing students with opportunities to actively participate in
the resolution of environmental problems (UNESCO-UNEP, 1978). It is important
to note for further discussion that experiential
learning theory could help students and teachers achieve these objectives.
While there has not been one single,
agreed upon definition for environmental education, current literature has
highlighted the commonalities that exist in environmental education theory and
initiatives. The three main tenets are education about the environment; for the
environment; and in the environment.
Education About The Environment
I |
t is essential first for students to comprehend how the earth
functions. Environmental education must, therefore, begin with a basic
understanding of the natural world. Theories of ecology, chemistry, and
biology, covering subjects such as the carbon cycle, population theory, the
water table, the laws of thermodynamics and the concept of biodiversity are all
relevant topics of discussion. Yet it is equally necessary for students to
understand the impact human beings have on the natural environment they are
learning about (Queensland Board of Teacher Registration, 1993; Randle, 1989;
UNESCO, 1980). Environmental education must also consider philosophical, political,
economical and socio-cultural factors that influence how we affect the
environment. Discussion evolves from basic principles of science to issues of
human neglect, deforestation, loss of biodiversity, climate change, nuclear
power, ozone depletion and climate change. Environmental education enables
learners “to understand the complex nature of the environment as it results
from the interaction of its biological, physical, social, economic and cultural
aspects” (UNESCO, 1980, p. 23). Education about the environment makes it
possible for individuals to understand and reconnect with their natural
surroundings as well as realize the impact they have on it.
Education For The Environment
A |
basic understanding of
natural and human systems alone does not constitute environmental education.
Brookfield (as cited in Nesbit, 1998) suggests instructing and facilitating in
universities is to “teach to change the world” (p. 158). Education is seen not
only as a way to improve oneself, but also as a means for social change
(Cranton, 1992; Dewey, 1960; Nesbit, 1998). Education transcends the mere
acquisition of knowledge and becomes learning for the environment.
Environmental education applies this by motivating and empowering individuals
to participate in ethical practices, in environmental improvement and in the
protection of the earth (Hungerford, Peyton & Wilke, 1980; Orr, 1992;
Schumacher, 1973). It is an essential component to the development of
environmental stewardship, helping students acquire environmental respect and
interest, as well as a concern for future generations. It is vital for
achieving environmental and ethical development in individuals as well as
facilitating social change. In environmental education, students not only learn
about the environment, but are encouraged to translate their concerns into
behaviour for the environment.
Education In The Environment
T |
o fully understand how natural systems function, and to develop a
sense of environmental concern, students must also have the opportunity to
experience the environment. This means using both outdoor natural and built
environments as both teachers and classrooms. It does not matter if lessons
take place in a city, forest, a prairie farm or mountain lake, as long as it
involves a particular phenomenon to be observed such as processing on landfill
sites or clear-cutting in the forests. Education in the environment helps
develop skills of observation, identification and aesthetic appreciation. While
it is recognized that classes within a university setting cannot always be held
in nature, one or two experiences can help link learning in the classroom with
direct experience.
Education About, For, And in the
Environment
T |
he idea of education about, for and in the environment is not new.
The term environmental education can be traced back to 1948 when the
International Union for the Conservation of Nature and Natural Resources (IUCN)
met in Paris (Disinger, 1983). However, it is only since the late 1960s that
environmental education has gained more credibility with institutions of higher
education and has been debated and promoted on a global level (Palmer, 1987).
Society is beginning to understand that the future of humanity relies on the
ability of citizens to anticipate, recognize, prevent, analyze and cope with
environmental problems. If environmental education within a university setting
is going to foster in students a responsibility for the environment and provide
the impetus for social change, a paradigm shift in curriculum and teaching is
necessary.
Examining
Experiential Learning
L |
ewis and Williams (1994) note that while theories of experiential
learning have existed for most of this century, the notion has become more
recognized in the past decade. The genesis of the movement can be traced back
to the mid-nineteenth century in the United States. One of the earlier
thinkers, John Dewey (1960), felt that education should be more than the mere
transfer of information from one individual to another, but rather a
“continuous process of reconstruction in which there is progressive movement
away from immature immediate experience to experience which becomes more
pregnant with meaning, more systematic and ordered” (p. xi). He believed that
if experience is made conscious it has the ability to be transformative. For
Dewey, every true experience involves the intellect, emotions and struggle.
“For taking in any vital experience is something more than placing something on
the top of consciousness over what was previously known. It involves reconstruction”
(p. 157). Here Dewey alludes to experience as an agent of transformation by
means of an individual, conscious of her/his experience, goes through a
metamorphosis of thought. Kolb (1984) furthers this, stating that the purpose
of education is to stimulate inquiry and skill in the process of acquiring
knowledge, not to memorize a body of information.
Experiential learning is very appropriate
in institutions of higher education where students carry their own unique
experiences into the learning environment. Knowles (1980) describes the concept
of andragogy, which refers to the art and science of teaching adults. This
model posits that adult learners (in this case, university students) are quite
different from children. Assumptions of the model included that adults are
intrinsically motivated, prefer problem and task-centred learning, have a
self-concept as being self-directed learners, and have numerous and varied
experiences. The teaching of adults must therefore transcend traditional
approaches to education and focus more on the unique qualities these students
bring to their learning environment.
There is a distinct shift in emphasis in
andragogy away from the transmittal techniques so prevalent in youth education
- the lecture, assigned readings, and canned audio-visual presentation-toward
the more participatory experiential techniques (Knowles, 1977, p.45).
Research into the use of experiential
learning in the university classroom has shown that student motivation and
satisfaction are elevated through active participation in learning (Acosta,
1991; Baslow and Byrne, 1993; Cranton, 1989). Cantor (1995) claims that
experiential learning activities are natural motivators. This can be seen in
terms of a feedback loop. Students participate in an activity that helps link
theory and practice. As students begin to understand concepts and apply them,
they become excited and motivated to learn, thus spurring on new experiential
activities. Walter and Marks (1981) further this argument, stating that the
natural tendency of human curiosity is often excited through experiences and
that the social nature of experiential learning in the classroom is both
satisfying and motivating.
Using experiential learning techniques in
the classroom can result in other positive outcomes. Jernstedt (1995) discusses
a qualitative and quantitative research study in which participants from a
post-secondary institute were introduced to experiential learning. These
subjects participated in a four day laboratory which provided a planned
experience in a prescribed environment with a focus on learning about nature.
In his statistical evaluation of the laboratory, Jernstedt found that
individuals who participated in experiential learning activities were
significantly more efficient workers and achieved higher grades than those who
were taught passively or through highly directed learning.
Another benefit of using experience in the
classroom is the increased ability of students to transfer salient learning to
other settings and situations. A fundamental problem of traditional pedagogy is
that students are required to memorize isolated pieces of information without
understanding its practical application (Cantor, 1995). Students who are
involved in their learning through experiential techniques are better able to
make connections between their education and their daily lives (Cantor, 1995;
Cranton, 1989; Knowles, 1977). Experiential education promotes the transference
of knowledge and skills.
It is essential, however, that teachers
provide more than just concrete experiences in their classrooms. Reflection is
critical to any learning experience (Schön, 1983). Education should be a
journey in which there are experiences, as well as time to reflect,
conceptualize, and apply the knowledge gained. Kolb (1984) profoundly
contributes to the literature through the introduction of what he calls the
cycle of learning. Kolb believes that, for learning to be complete, an
individual must first have a concrete experience and then reflect on that
experience in an attempt to find meaning. The learner draws conclusions (a
process known as abstract conceptualization) through reflection and discourse
and finally enters a phase of active experimentation where ideas and
conclusions are tested. This ultimately leads to new experiences and the cycle
continues.
While Kolb’s model provides a good
conceptualization of how experiential learning occurs, it does not provide
direction on how to teach in such a manner. Fortunately, the notion of
experiential learning has been expanded to include frameworks and models to
facilitate the process.
Lewis and Williams (1994) discuss three
practical applications of experiential learning for adult and higher education.
The first, field-based learning, involves internships and practicums to prepare
a student for the working world. Prior learning assessment is the second
application where universities and colleges recognize and grant credit for life
experience. Finally, applying experiential learning techniques for personal
development and classroombased learning involves students in active
participatory learning, rather than the traditional lecture methods used in
higher education institutions. Tools such as role plays, case studies, journals
and problem-solving exercises are used to help students critically reflect and
grow.
Jernstedt (1995) offers further examples
of how experiential learning can be facilitated. Within the classroom,
activities could involve the recalling of personal experiences that explain a
concept learned. Other methods might include reading novels that provide
knowledge of other people’s life experiences, instructor modeling and hands-on
demonstrations. The author also suggests that education does not only have to
be confined to the four walls of a university classroom. Jernstedt recommends
field trips, outdoor laboratories, journal writing, and cooperative education
experiences as methods to be used outside the formal classroom.
Svinicki and Dixon (1994) discuss Kolb,
presenting practical ways in which instructors can use his cycle of learning in
college and university learning environments. The authors contribute to the
Kolb model by listing activities that can be used to facilitate experiences at
each part of the cycle. For example, concrete experiences could involve field
work, academic readings, laboratory experiments and games. Reflective
observation might be achieved through the writing of journals or group
discussion. Abstract conceptualization could occur when the student had to
apply and test these ideas in papers, projects and model building. Finally,
active experimentation might be facilitated through case study, more field and
laboratory work, and simulations.
Such models can have profound implications
for both students and professors within universities. Introducing experiential
learning into the classroom can fundamentally change the traditional role of
the professor from that of a knowledge expert to a facilitator of experiences.
Professors shed their didactic cloaks and become participants in the learning
process. The educator’s task becomes to ask questions and encourage students
along their individual learning paths, to offer advice and information, and to
provide relevant experiences for learning as well as the opportunity to
reflect, conceptualize and apply the insights gained.
Linking
The Concepts
E |
nvironmentalists believe that current institutions of higher
education are failing in that they teach skills and knowledge, yet do not
provide a situation where students can adopt positive attitudes towards the
environment, and therefore graduate ill equipped to deal with real life
problems (Orr, 1995; Palmer, 1997; Schwass, 1986; Smith-Sebasto, 1997).
Combining experiential learning and environmental education may reverse this
trend by helping to develop in students a sense of empathy for the natural
environment and an understanding of how to solve environmental problems through
hands on learning. Dewey (1960) stressed that students should have the ability
to investigate issues within their surroundings and be able to make decisions
regarding solutions. Not only did he view schooling as a basis for societal
change, he also felt that experiential activities within an educational setting
would lead to behavioural change amongst students.
Experiential learning can be used to
facilitate awareness and emotion regarding the environment, and therefore may
have a critical role to play in the development of solutions to environmental
and resource management problems. This is referenced in the proceedings of the
Intergovernmental Conference on Environmental Education in Tbilisi, USSR in
October of 1977. The delegates at the conference agreed that formal education
must integrate environmental concerns into the educational process. They
criticize education for its fragmentation as well as producing feelings of
indifference towards the environment.
Education must naturally inform, but
information alone can never provide an adequate training… Environmental
education should not confine itself to disseminating new knowledge but should
help the public to question its misconceptions concerning the various problems
of the environment and the value system of which these ideas are a part
(UNESCO-UNEP, 1978, p. 27).
While the phrase ‘experiential learning’
is not specifically used, the term ‘experience’ is found throughout the
document. The delegates state that teachers can no longer restrict themselves
to the traditional methods of passing on knowledge, and unequivocally call for
the incorporation of concrete experience into all classrooms.
How
to Incorporate Experience Into Learning About,
For,
and in the Environment
T |
here is much agreement amongst environmental educators that
teaching and learning should involve experience. The question that arises is:
how? Peters and Gaddy (1981) incorporated experience into learning about the
environment when they developed an environmental program for more than sixty
schools in New York and Ohio. Their lesson plans included activities that
helped students learn to interpret and work with a topographic map of a nature
preserve, identify vegetation samples brought into the classroom through the
use of identification manuals, learn the hydrologic cycle by conducting soil
and precipitation analyses of the area, and understanding the stages of
succession through daily observations of a rotting log.
Learning for the environment is more
complicated as it involves translating students concerns into behaviour for the
environment. Oberlin College in the United States successfully brought experience
into the curriculum through a unit titled The Black River (Orr, 1996). In this
course, students helped to develop a database on the local watershed, and
created plans for a remedial action plan that would help make the river a
healthier ecosystem.
Teaching in the environment has been
present for many years at camps, outdoor education schools and occasionally in
university classrooms. Perhaps the best example is the Sunship Earth program
developed at the Institute for Earth Education in West Virginia (Johnson,
1995). The Sunship Earth program is an intense five day experience that teaches
through experience. Students learn about photosynthesis by crawling inside a
giant leaf, identify ecosystems through walks in the woods and understand the
earth’s place in the solar system through an evening walk. The Sunship Earth
program is unique in that it not only teaches about and in the environment, but
it also teaches for the environment. Students actively engage in learning by
receiving permits to their energy and material use (everything from tickets to
use water for washing, to permits for wearing certain types of clothes).
Students are challenged to discover the various ways of looking at the world
and the different choices they have regarding how they can live their lives.
By merging experiential learning theory
with teaching in, for and about the environment, facilitators who want to bring
a more holistic view of environmental issues into their classrooms are offered
the opportunity to implement teaching frameworks such as the models of Kolb
(1984), and Svinicki and Dixon (1994), which can help facilitate awareness and
empathy. Content is related to current and future environmental problem
solving, and therefore becomes relevant to both students and society. Class
participants are no longer taught about a concept as separate from the rest of
the world, but are allowed to reflect on it in context, and encouraged to apply
the concept to current events and situations. Content becomes directed towards
individual thought, transformation and furthers the aim of preparing students
for responsible citizenship.
Uniting the concepts also offers unique
opportunities for research. As a result of an extensive literature search, I
conclude there is very little research that investigates the role experiential
learning can play in university environmental studies and science courses.
Investigators are given the opportunity to further test and amend hypotheses
and models of experiential learning within the classroom and can also explore
the many possibilities of experiential learning techniques in environmental
curriculum development to determine how it can be used most effectively to
maximize understanding and compassion for the environment.While there are ideas
of how environmental education should be delivered, no concrete conceptual
models or guidelines for teaching within a university context exist. Further
research could investigate how experiential learning frameworks can contribute
to the development of models for experiential environmental education.
Additionally, future research projects could include examining the benefits and
barriers to teaching and curriculum modification towards environmental
literacy, the changing role of the university in environmental activism, shifts
in employment choices of students graduating from environmental studies and
science programs, as well as monitoring variations in perception towards the
environment in faculty and students.
Conclusion
T |
raditional models of education have been generally unsuccessful in
preparing students to face the complexities of humanity’s environmental
problems. This has mainly been the result of the abstraction of teaching
subjects and the fragmentation of disciplines. In essence, our educational
system has divorced students from nature. The goal of environmental education
is to transcend these models and create an atmosphere in which learning is both
holistic and meaningful. The marriage of experiential learning and
environmental education will help us to reach the objectives of student
environmental awareness, aiding students in acquiring the skills to identify,
investigate and solve environmental problems, helping develop in students a set
of values and feelings of concern towards the environment, and providing
opportunities in which students can actively participate in the resolution of
environmental problems.
Experiential learning is a student-centred
approach that focuses on process and the development of independent thought. It
stresses the relevance of learning activities to the lives of students as well
as critical reflection. When combined with environmental education it allows
for the development of skills, the acquisition of knowledge, and the growth and
maturation of empathy for the environment.
Our world is rapidly changing. If
universities want to remain relevant societal institutions, they must also
transform. Change in the knowledge, skills and attitudes individuals hold
regarding the environment is feasible through the modification of teaching
styles and curriculum development within institutions of higher education.
Educators have a responsibility to themselves, their students and to society,
to guide individuals and prepare them for the environmental challenges to come.
Only when students both understand and experience the natural environment will
they be able to adequately address environmental problems and find creative
solutions for the future of humanity on the earth.
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