The generative paradigm

Abstract

A number of commentators have identified and critiqued an approach to outdoor experiential learning as, variously, Priestian , American and algorithmic. These comments raise the questions of what are the characteristics of this algorithmic paradigm of outdoor experiential learning and what are thought to be the problems with it? This paper will address these questions and describe what the author believes to be a new, emerging practice defined by these critiques that he has called the Generative Paradigm after Robin Hodgkin. This paradigm is described and placed in the western and global cultural and educational debates responding to issues of sustainability and human purpose." Outdoor, Experiential, Learning, Pedagogy"

Aprendizagem Baseada No Lugar: Utilização Da Natureza Na Educação De Crianças Pequenas Em Áreas Rurais Na Noruega E Na Escócia

“…Humboldt's focus on nature (RØNBECK & GERMETEN, 2014) as an arena for what is required for personal growth and developing integrity, independence and autonomy was echoed by the Swiss psychologist Jean Piaget, for whom active interaction with nature and the environment was also an important vehicle for assimilating and accommodating new information and knowledge (SOLSTAD, 1995). These ideas, with the constructivist educational ideas of the late 19 th century American educator John Dewey, helped to embed the use of natural environments within the Norwegian education system 6 and contributed to an ecological paradigm (LOYNES, 2002) that underpinned the Scandinavian-wide concept of friluftsliv 7 , a tradition rooted in cultural and historical approaches to nature and the outdoors and, in Norway, a reflection of the extent to which "nature" is seen as part of the national identity (COHEN & RØNNING, 2014). Vygotsky's contribution has mostly been the focus on collaboration and learning together, something which is enabled and focused in outdoor environments.…”

“…Scotland, in common with the rest of the UK, has had a long tradition of adventure education associated with empire-building. Its leg-acy within military training has long presented what has been described as an "algorithmic" paradigm of outdoor learning with, amongst other characteristics, an uncritical stance to the social context in which it takes place and, in some instances, lending itself to concepts of learning as marketable commodities (LOYNES, 2002;BEAMES & BROWN, 2016). Some of the traditional organizations and schemes developed from this can be found in Scottish secondary schools, though for younger age groups, as seen earlier, outdoor learning has developed at a national level around health and welfare and educational use in the curriculum.…”

Reconceptualising outdoor adventure education: Activity in search of an appropriate theory

“…Such is the 'bedrock' status of experiential approaches that critiques of accepted experiential practices are relatively rare within OAE literature (for existing critiques see Bell, 1993;Brown, 2003;Fox, 2008;Hovelynck, 2001;Loynes, 2002;Quay, 2003;Ringer, 1999;Roberts, 2008;Seaman, 2008;Wurdinger, 1995).…”

“…The processing metaphor employed in OAE assumes: that learning happens through cognitive reflection; that experience can be treated as a discrete entity; and that a learner can be separated from his or her concrete experience to process it and generate knowledge (Fenwick, 2001). Loynes (2002) has suggested the use of the production line metaphors (processing, loading, sequencing) inherent in OAE indicate the predominance of a rational, mechanistic, and deterministic approach in which participants may be "oppressed rather than empowered by their managed experience" (p. 116). Loynes (2002) argues that the adoption of a commodified approach to providing OAE experiences, an adrenaline buzz coupled with processing/reviewing intended to elicit "conscious and rational learning outcomes from the experiences" (p. 117), is counter to what should be "the organic and emergent nature of experiential learning as it takes account of environments, individuals, groups, cultures and activities and the experiences that arise from their interaction" (p. 113).…”

“…Loynes (2002) has suggested the use of the production line metaphors (processing, loading, sequencing) inherent in OAE indicate the predominance of a rational, mechanistic, and deterministic approach in which participants may be "oppressed rather than empowered by their managed experience" (p. 116). Loynes (2002) argues that the adoption of a commodified approach to providing OAE experiences, an adrenaline buzz coupled with processing/reviewing intended to elicit "conscious and rational learning outcomes from the experiences" (p. 117), is counter to what should be "the organic and emergent nature of experiential learning as it takes account of environments, individuals, groups, cultures and activities and the experiences that arise from their interaction" (p. 113). Quay (2003) suggests that the stepwise process of reflection on experience, followed by further activity is evidenced in outdoor programs where time is set aside for 'doing' and formal reflection.…”