Encountering Landscapes: an exploration of • environment specific learning on an extended journey. Alistair Stewart B.A. (Outdoor Education) A dissertation submitted in partial fulfillment of the requirements for the degree of Master/ of Environmental Management (Coursework), Centre for Environmental Studies, School of Geography and Environmental Studies, University of Tasmania. March 2003 Dedication For the Snowy River — may it again flow freely! Statement of authenticity This dissertation contains no material which has been accepted for the award of any other degree or graduate diploma in any tertiary institution. To the best of my knowledge and belief, this thesis contains no material previously published or written by another person, except when due reference is made in the text of the thesis. Alistair Stewart 6 March 2003 Declaration of consent I agree that this dissertation may be available for copying. Encountering Landscapes Abstract The purpose of this study was to gain a greater understanding of the role the physical environment plays in shaping experience and learning in an outdoor education context. In February of 2001, students undertaking the Bachelor of Arts (Outdoor Education) at La Trobe University, Bendigo, spent 18 days bushwalking through the Kosciuszko National Park in New South Wales. The journey traversed three relatively different environments: the alpine regions of Mt Jagungal through to Mt Kosciuszko on the Main Range; the sub-alpine areas of The Chimneys and The Pilot; and the hot, dry, rain shadow area of the Snowy River. •Drawing on the journals of 19 respondents, this qualitative project details the participants' multiple and diverse experiences and learning. Responses describe the environment providing a context for experience and learning, the factors that impacted on the experience of place, and critical thought and reflection as a consequence of experience. The findings reveal that the places encountered by respondents were not merely a backdrop but rather played a significant role in shaping the experience and learning opportunities. The findings also highlight the many contingent factors that may impact upon the experience of place. Aspects of the literature reviewed supported the findings but also drew attention to the lack of research that has been conducted in outdoor education addressing the place dependent nature of experience and learning. The findings of this project suggest that outdoor education is contingent upon place, each place having unique attributes, characteristics and history that shape the context of experience and learning. Encountering Landscapes' Acknowledgements This dissertation is the product of the support, guidance and encouragement of many people to whom I owe gratitude. To my supervisor at the University of Tasmania, Dr Peter Hay, thank you for your patience, advice and support during the process. To my colleagues and defacto supervisors at La Trobe University, Bendigo, Almut Beringer and Ruth Lawrence, I am indebted to you for your support, encouragement and enthusiasm for making this project happen. I am grateful to the staff and participants of the 'long walk' for their time, enthusiasm and commitment to the experience and research project. Without their support this project may not have occurred. I owe thanks to many of my colleagues in the Department of Outdoor Education and Nature Tourism at La Trobe University, Bendigo, for their support. Many of the foundations of this project lie in my time spent at the Centre for Environmental Studies at the University of Tasmania in 1997. I owe many thanks to the staff and fellow students of the Centre for the open, inclusive and thoughtful atmosphere they collectively created. I cannot imagine undertaking a project such as this without the support and encouragement of friends and family. I owe thanks to many but particularly to my partner, Kathie, thank you for your love, patience and encouragement. And finally, I am forever grateful for the existence of the Snowy River and its mountains and streams, for my life would be poorer without the experience of such places! Encountering Landscapes TABLE OF CONTENTS Dedication Statement of authenticity Declaration of consent Abstract ii Acknowledgements iii Chapter One — Overview 1 Introduction 1 Impetus for study 1 Statement of problem and research questions 2 Background information 3 Definitions 3 Outline of the study 4 Conclusion 5 Chapter Two — Review of Related Literature 6 Introduction 6 Understandings of 'environment' 6 Experience 12 Place 12 Educational importance of place 14 Experience of place 16 Conclusion 24 Chapter Three — Methods and Procedures 25 Introduction 25 Research approach 25 Study participants 27 Physical setting of study and structure of the experience 27 Research method 30 Personal assumptions 31 Data collection and analysis 32 Limitations 34 Conclusion 36 Chapter Four — Research Findings Part 1: The environment providing a context for learning and experience 37 Introduction 37 Responses to place 38 Observation and understanding of the environment 45 Stories told by the place 48 Relationship with others 51 Learning and insights 54 Conclusion 58 Chapter Five — Research Findings Part 2: Factors that impacted on the experience of place 59 Encountering Landscapes iv Introduction 59 Prior knowledge of a place 59 Attitude toward the experience prior to departure 63 Aspects of the place 64 Structure of the experience 69 Issues relating to leadership 75 Concepts of time 79 Conclusion 81 Chapter Six — Research Findings Part 3: Critical reflection and thought as a consequence of experience 82 Introduction 82 Reflection on relationships with the natural world 82 Developing relationships with place 87 Conclusion 92 Chapter Seven — Discussion and Conclusion 93 Introduction 93 Summary of findings 93 Implications of research findings 104 Directions for future research 109 Conclusion 109 References 111 Appendix A: Information sheet and consent form 116 Appendix B: Journal questions 119 Appendix C: Subject outline 120 Encountering Landscapes Chapter One Overview Introduction In February of 2001, 38 people spent 18 days walking through the Kosciuszko National Park (KNP), traversing three relatively different environments. While connected by terrain, purpose and mode of travel, each person encountered the landscapes in their own fashion, interpreting their experiences and learning in their own way relative to their life experiences and understanding of the world. This qualitative project is an account of 19 of these people; it is an attempt to understand how the experiences and learning of this group of people were shaped by the place they happened to be in. This chapter provides an overview of this project by discussing the impetus for the study. Further, it details the statement of problem and research questions, describes background information, comments on definitions, and gives an outline of the study. Impetus for study Places shape our lives in subtle and profound ways that often go unnoticed. Places cradle our lives, giving them depth, meaning and texture. Places exist without one's experience of them, yet without place there is no experience. Our experiences are contingent upon the context or circumstances a place provides. In an educational context, the capacity for place to shape experience and learning has been largely overlooked by academic researchers. Academic enquiry into experience of place within outdoor education is relatively new. This is a startling realization given that much of outdoor education is reliant on the context provided by the natural environment. At the Australian National Outdoor Education Conference in 2001, titled 'Education Outdoors — Our Sense of Place', John -Cameron commented that: An attitude that disdains city life and only values the outdoor experience perpetuates urban deterioration and deepens the schism between the city and the bush which is so pronounced in many parts of Australia. Having a less dualistic sense of place does not mean that one has an undiscriminatingly benign attitude and ceases to be concerned about pollution and environmental degradation. On the contrary, I maintain that deepening our care and attention to all places is a more effective pathway to a lasting environmental ethic than appeals to fear of Encountering Landscapes 1 Overview eco-catastrophe or moral imperatives. It is not a matter of denying the power or value of the outdoor experience, but of putting that power to good use - lessening the polarisation and alienation of modem life rather than accentuating it (2001, p. 32). The impetus for this study comes from a desire to gain a better understanding of the role of place(s) in shaping experience and learning in an outdoor education context. Statement of problem and research Questions This study seeks to advance understanding of the role of the physical environment in , shaping experience and learning outcomes in an outdoor education context. Much work has been done on the power of 'wilderness experiences' and extended remote area journeys and their capacity to develop environmental sensitivity within participants (Andrews 1999; Greenway 1995; Grumbine 1988; Harper 1995; Taylor 1999). Authors such as these frequently acknowledge the importance of the natural environment but refer to it as though it is the same for all experiences, that the same outcomes can be gained wherever one might go. There would appear to be little recognition that experiences are the product of the context provided