My hardest challenge was breaking out of my comfort zone being in a new place so far from home. I also had a hard time in the beginning dealing with the spiders, they are just creepy scary! As argued by transformational learning theorists, for a transformation to occur, once disoriented, participants need to be supported into spaces of unknowing via critical examination or as phrased by Mezirow, emancipatory discourse Elias 4.
The results of the research indicated there were three key tools that ushered participants from the disorienting dilemma into the next stage of transformation- firstly Magic Spot sessions  ; secondly, once past the initial shock, the actual experience of the WMT lifestyle and; thirdly, sustainability themed group discussions and activities. On one project a number of participants were initially perturbed by and resistant to Magic Spot sessions. This was perhaps heightened by the challenging wet and cold weather that we were presented with in the first week of program. Three participants came to me on day two stating that they did not like Magic Spots and did not want to continue them any more.
Upon questioning one participant it was revealed that the mist frightened them as they tended to be afraid of the unknown. I requested that they stay open and continue the practice with the rest of the group. Over the next few days, all these participants who originally found an edge point in Magic Spots, began to undertake deeper learning.
References for Barriers and Enticements to Environmental Learning and Action
The main complainant found that the mist actually made them feel calm and comforted. Would this insight perhaps offer a new way to contemplate the unknowns in life? Over the coming days they also realised that by sitting still they could observe subtleties in nature and in stillness itself. One participant commented that:. This made me realise and think about what else in life I was missing out on by moving too quickly.
By the end of the two weeks this participant decided that they found Magic Spots to be of such benefit that they would like to integrate magic spot sessions into their day-to-day lives back home. I have also observed that the film sessions and group learning games that are facilitated by myself and WMT staff also represent critical edge places and subsequent emancipatory discourse.
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During one program, a participant was strongly affected by two films that were shown. After the screening of the second film they declared that they were shocked by the content. They found that the films undermined long held values and understandings of life. Instead of jumping to a place of disbelief they found that they were in a place of bewilderment. On one hand we are being told at home that economic growth is a good thing. Normally reserved and quiet, this passionate questioning marked a real place of transformation for this participant where their old way of seeing the world no longer fit and they began to ask critical reflective questions about their life.
One of the videos that I still think about often is The Story of Stuff. I remember you telling us about how you Project Leader took a survey of some sort and the results showed that it would require many Earths so support your lifestyle and how you had changed your habits and reduced that number to one and a half earths. I really saw the importance in what we do every day and how that does effect the environment. From how we cooked, what we cooked, how we warmed water, and the little things we did throughout the day, differently from what we would have at home, was a chance to learn.
Just sitting there and listening to birds and the breeze, words cannot describe the feeling unless you have experienced it. Also just doing work to help the environment is a big eye opener. Over the years I have learnt that what is critical to the success of creating and sustaining the edge point and the following emancipatory discourse that is vital to transformative learning is being able to facilitate the delicate balance between identifying and assisting participants to locate and transcend their edge place- which is often uncomfortable- as opposed to pushing participants over an edge, which has detrimental effects for participants and their learning journey Berger It is a balance between having participants being too comfortable, uncomfortable and completely out of their depth.
When too comfortable they tend to not go to deeper levels of inquiry or noticeably change.
When out of their depth they tend to shut down and resist learning opportunities. The place of optimal learning often characterised by an initial experience of being uncomfortable varies for each participant and is thus difficult to scaffold in a group of 15 participants. Essential to the success of this stage and to build personal efficacy in a transformed world, participants need to be supported by their guides Schugurensky 73 and; Mayo This idea is clearly demonstrated by the results of this research.
WMT staff and I, work hard to support participants in their transformations in countless covert and overt ways. In supporting participants in transformation, staff aim to provide openings for people to push against an edge and then provide company for them at the precipice of change. Berger A participant offered the following insight into this:. At first it was a real challenge to be there at WMT. I was afraid. But then I found that I actually felt happier there. More myself, more supported in being myself. It made me realise that my friends back home may not be that good for me.
They are superficial and cry over getting a jeep rather than a Mercedes. Now I realise that it was the best idea. It made me realise how selfish I had been in my life. I realised a lot about being myself.
Settlements and adult education
How much I worry about what other people think. At WMT I realised that it stresses me out.
- Environmental adult education.
- Probabilistic methods in the theory of numbers.
- Private Topographies: Space, Subjectivity and Political Change in Modern Latin America.
- (PDF) Environmental Adult Education: A Many-Voiced Landscape | Elizabeth A Lange - niretide.tk!
That it is really important to be myself no matter what others think. As such, a higher result in this area would be preferable. At WMT critical thinking is facilitated by the group discussions and activities such as the Collaborative Competencies  process. Prior to the research, I would have assumed that our ability to facilitate critical thinking was one of our greatest strengths.
This result may indicate otherwise. It is possible that the methods chosen for this research were not specific enough to explore how critical thinking opportunities are offered by the program reducing the importance of this result. This is perhaps an area of weaknesses in this research.
Because of this, it is hard to gauge if the program needs to strengthen this aspect of learning. This literature explores the link between the psyche and place arguing that in order to develop a sense of care for the environment, individuals must first have a relationship with it. They state that time in nature is an essential and often overlooked part of effective environmental education Holifield 21 and; Jayanandhan As many students on the ISV program come from urban environments and a cultural context that does not necessarily encourage relationship with the natural world, WMT as a place provides a platform for immersing in nature.
When these results are applied to the TSL framework offered by Sippos et. The hands are most effectively activated via the actual practical work on program such as tree planting and most especially via the actual lifestyle and modelling of sustainable living offered by the experience at WMT. The second goal of the research was to explore the extent to which the ISV program at WMT instigates action for sustainability once participants return home.
Also essential to this pedagogy is an ability to act upon self transformation within society Cranton The following section of the results will examine whether the changes in participants noticed on project, actually lead to action for sustainability once they return home. Changes in food purchasing to align with sustainability values including buying locally, organic, going vegetarian or growing your own was the second most sited implementation activity. Only one respondent felt that they did not enact any kind of change in their life once they returned home.
These results clearly indicate that WMT participants went on to enact what they learnt post-program. The question then centres on whether changing activities such as food habits, recycling and reducing resource consumption are enough to be considered in alignment with the kind of change referred to by transformative pedagogies and EfS.
Some of the ways in which the focus of their life has changed include:.
- The Nature of Transformation: Environmental Adult Education. Second Edition. - Semantic Scholar?
- Breast Cancer Immunodiagnosis and Immunotherapy.
- Settlements and adult education | niretide.tk.
- (PDF) Environmental Adult Education: A Many-Voiced Landscape | Elizabeth A Lange - niretide.tk!
- The Nature of Transformation.
The focus of my life has definitely changed. I focus much more on others and helping people and the environment. I no longer focus on myself and the people I know, I want to spread my knowledge and love all over the world. I do not take for granted the many things that I did before. I can truly say that I am a better person because of the lessons that I learned at Wild Mountains.
I can say with honesty that it was a changing time in my life, that it shaped the person who I am today, always for the better.
I try to be more conscious of everything I do, and how it will impact other people as well as the planet, and future generations. Wild Mountains….. I am a much different and better person because of this experience….. I learned so much and I can only hope that I can teach it to others and continue to learn myself. My time at Wild Mountains sparked something in me. This thing was probably always there, like it is in most of us. But it really opened my eyes to a true way of living life…..
I focus more on helping others and being happy than I did before. I have a more eco-friendly focus on life. I want to do what I can to make the earth cleaner and decrease the amount of resources I use on a daily basis.