Vol 13, No.1 (Spring 2003)
ISSN 1546-2250
Retrospective
The Decade Following Alternative Paradigms in Environmental Education Research
Rick
Mrazek
The University of Lethbridge
In 1994, Louise Chawla reviewed the monograph Alternative Paradigms in Environmental Education Research (Mrazek 1993a), published by the North American Association for Environmental Education. To me, her review was very accurate and insightful and a great credit to Children’s Environments (CE) in its choice of reviewers. It is a pleasure to be invited to look back over the last 10 to 14 years and reflect on the vision, the challenges, and the promises surrounding and evolving from this publication for this author, as it relates to the review. Although there have been incredible advances in our knowledge, understandings, and in particular our communication technologies, the attitudinal and societal perceptions related to this work may have changed very little.
The Original Vision
At its annual conference in 1990, the North American Association for Environmental Education (NAAEE) [http://www.naaee.org/] held a symposium called “Contesting Paradigms in Environmental Education Research.” The symposium took up questions about the nature and history of different research paradigms: the assumptions that each makes about theory and practice, including definitions of rigor, validity, and generalizability, and views about the nature of teachers, learners, subject matter, and the learning environment. Contributions there became the nucleus for the monograph.Chawla correctly identified that “according to the editor, Rick Mrazek, the purpose of the collection is to invite participation in debate over philosophy, theory, and practice in environmental research, with the goal of ultimately finding “signposts which help provide direction.” That direction, the reader was left to assume, was to make sense of the debate itself and to select personally congenial research approaches as starting points to begin a journey of exploration into environmental education research. It was gratifying to read, “For readers who are interested in understanding the status of North American environmental education research at this time, it is an illuminating volume”(Chawla 1994). The shortcomings identified were also known to the author and readily identified the need to continue this work.
When the original printing of the monograph was depleted and there was no indication from the NAAEE for a further printing, this work was made available online. In the first four years of being searchable online, the “hit” counter topped out at 10,000. This work was subsequently translated into Spanish through the efforts of Edgar Gonzalez Gaudiano and published by Universidad De Guadalajara, Jal., Mexico (Mrazek 1996). It was used as the text in research courses for the first graduate programs in Environmental Education at three universities in Mexico and through distance education in Central and South America.
The Challenges
It is difficult to describe the tension, and support, that existed around these efforts. Louise Chawla captures part of this in her observation that “the most extreme example of combativeness rather than cooperation is the paper ‘Beyond Behaviorism’ by Ian Robottom. Robottom…notes that the original 1990 symposium on which the monograph is based was titled ‘Contesting Paradigms in Environmental Education Research’ and he argues that ‘contesting paradigms,’ not ‘alternative paradigms,’ should have been maintained in the monograph title” (Chawla 1994). In order to bring contributions representing a number of different research orientations and philosophies together under one cover, some concessions were necessary. Chawla observed that this could be viewed as either a major strength or weakness of the work: “In keeping with its goal of inviting the broadest possible participation, it presents different approaches critically but non-judgmentally, leaving final evaluation and choices up to the reader.” This was a similar approach taken by Marcinkowski and Mrazek (1996) in Research in Environmental Education, which was the result of several years of collaborative work among several university faculty and graduate students across North America. This annotated bibliography of research included theses, journal and professional organization articles as well as structures for accessing and interpreting this research. An explanation of this work is provided in Mrazek and Marcinkowski (1997) as chairs of the North American Commission in Environmental Education Research.Louise Chawla
cited John Disinger’s note “that the scope of environmental
education, in terms of content areas, purposes, and audiences, is extremely
broad; ranging from nature study to sustainable development, involving
cognitive information, feeling, and behavior change, among cradle-to-grave
populations, and in formal and non-formal settings” and presented
a very good point that “most areas of education, in contrast, focus
on cognition or, at most, the identification of values. This conflict
should call into question the monograph’s (and NAAEE’s) emphasis
on formal school-based education. The monograph as a whole, however, ignores
the conflict. In fact, papers repeatedly refer to ‘K-12’ or
‘classes’ as the assumed research setting” (Chawla,
1994). Interestingly, Mrazek (1994a), in Continuing the Quest: A Focus
on Environmental Education Research was promoting exactly the same emphasis.
Unfortunately, at that time the research networks and communication tools
of today were not available. Yet in the following years, this author was
experiencing this frustration working in the area of energy conservation
education (Campobasso and Mrazek 1995; Mrazek and Halma 1998) and wildlife
education (Mrazek 1993b; 1995; Mrazek and Meadows 1997; Mrazek, Roscoe,
Siedlecki and Vair 1998).
Another astute perception was that “implicit narrowing of the settings
and scope of environmental education is ironic, given the results of a
number of studies within the field itself. A body of research on the antecedents
of ‘responsible environmental behavior’ suggests that it is
related to many unprogrammed hours spent in childhood in wild or semi-wild
places, role models who are often not teachers, influential books and
other mass media, and opportunities to practice activism– often
out in the community rather than in the classroom” (Chawla 1994).
At the same time that Alternative Paradigms was being completed, Camozzi
and Mrazek (1992; 1993) had conducted a feasibility study for a Canadian
Organization of Environmental Trainers and Educators for UNESCO Canada/MAB,
which would become The Canadian Network for Environmental Education and
Communication (EECOM).
The Promises of the Future
Once again, Louise Chawla was right on the mark by identifying “rather than continuing to air courteously the widest possible variety of research positions and approaches, a more productive project for environmental education leaders and for future publications would acknowledge the different purposes that different approaches and methods serve (a task to which the present monograph contributes). After this beginning, it would show how different approaches could complement each other within integrated, cooperative research efforts. To this end, an issue-oriented rather than methods-oriented structure would be effective” (Chawla 1994). Mrazek (1996a; 1996b) focused on the challenge of developing an environmentally literate citizenship for Canada. Through these investigations it became abundantly clear that this had to be made a priority within North America and the entire global community if we are to face the incredible challenges related to global change and the rampant consumption of the earth’s resources.Many of those involved in the original document followed up on one excerpt that Louise Chawla focused on: “As a final recommendation for future publications, environmental education leaders would do well to pay attention to a short paper in this monograph on ‘Designing for Impact’ by Martha Monroe and Stephen Kaplan. Monroe and Kaplan note, ‘the success of the transfer of research results to a learner is dependent on how the information is communicated and the extent to which it is memorable’ (p.147). Therefore, important environmental education research questions for the future include, ‘How does the researcher come to understand what practitioners need?’ ‘What contributes to memorability in a research paper?’ and ‘What approach or combination of approaches achieves the most credibility with the intended audience?’ The authors recommend the use of concrete illustrations, examples, cases, and data that provide ‘interesting, memorable landmarks’ to communicate environmental education theory and models and an exploration of ‘a story-like structure for explaining the cases and examples’ (p.148)” (Chawla 1994). I invite readers to follow the subsequent work of the contributors to Alternative Paradigms. The contributions they have made to environmental education research over the past decade are outstanding. As an example, from the personal dynamic side of this equation, Mrazek and Kool (1997a and 1997b) and Mrazek, Kool, and Staniforth (1997) relate some of the incredible experiences of the NAAEE Conference in Vancouver, Canada entitled “Weaving Connections: Cultures and Environments.” This attempt to establish non-traditional inclusive sharing communities ranging from youth, aboriginal and indigenous peoples, world cultures, and the education/academic communities was a true learning experience for all. On the other side of that same equation has been the unbelievable advancement in computer technology and multimedia. The exploration of the use of multimedia to teach environmental education (Mrazek 1994b) and the use of interactive multimedia as a research portrayal tool (Steed and Mrazek 2000) have planted new “signposts” for us to follow.
The last observation of Louise Chawla’s review on which I would like to comment is “issue-focused publications which illustrate possibilities for cooperative research projects lend themselves to the format that Monroe and Kaplan recommend and are probably more likely to be assimilated and used by a broad audience. For this reason, as well as to promote more effective research, environmental education researchers and associations should explore alternative forms of discussion and communication, as well as alternative approaches.” Like so many of my colleagues, I have been very frustrated by the fantastic research done in environmental science and education that is never called upon by the public to make informed decisions about our environment. Attempts at furthering collaborative environmental education and research that reaches beyond borders (Mrazek 1994c) and developing effective and authentic professional development opportunities for those professionals (Mrazek and Halma 1998) have not been as successful as hoped.
In the past
decade since Alternative Paradigms, there are two other conclusions I
have reached regarding environmental education research beyond the debate
or issues addressed here. Having served in an editorial capacity on The
Journal of Environmental Education, Environmental Education Research,
Topicos en Educacion Ambiental, and the Canadian Journal of Environmental
Education (CJEE), I would attest that we are past the debate related to
validity or reliability, methodologies, or even the philosophical underpinnings
of the research. We are now faced with a public, beginning prior to elementary
school, that is constantly bombarded with information and propaganda related
to the environment and lifestyles.
Our priority now must be accessing the information and helping with its
interpretation and application through practical, understandable, contextual
and visual engagement. I feel that the direction of the CJEE, which was
a direct result of the symposium, monograph, and subsequent establishment
of EECOM, is an important first step toward providing this access. Since
its inception in 1996, it was also put on line [http://www.eecom.org/english/cjee.html].
As of April 2003 there were 14,478 visits to access a diverse assemblage
of excellent refereed environmental education research papers. Additionally,
we must use the media much more effectively to relate the work of the
researchers and scientists directly, not filtered through political and
economic policy agencies or directives. Recent success with the Global
Change Video Series (Mrazek, Byrne, and Cerney 2001; Byrne, Mrazek, and
Cerney 2002a; 2002b; 2002c) which won the 2002 Alberta Film and Television
“Best Educational” Award from the Alberta Motion Picture Industries
Association in Canada, has confirmed many of the conjectures offered almost
a decade ago in her review of Alternative Paradigms in Environmental Education
Research.
Rick
Mrazek is a Professor of Education and Assistant Dean
of Graduate Studies and Research in the Faculty of Education at the University
of Lethbridge in Alberta, Canada. He is active in establishing professional
development and research opportunities for teachers in Science-Technology-Society-Environment
related areas. A major focus of his own research has been the integration
of computer and multimedia technologies in the portrayal of environmental
issues which has led to an award-winning three-part television series
"Global Change" and currently the production of another series,
"Water Under Fire" which focuses on the challenges to our fresh
water environments.
I invite those wishing to continue this quest to contact me. [mrazek@uleth.ca]
References
Byrne, J., Rick Mrazek and D. Cerney (2002). Global Change. "Window of Inquiry" [television series]. Edmonton, Alberta: ACCESS Learning Television and Gallant Productions, Inc., March 14.
Byrne, J., Rick Mrazek and D. Cerney (2002). Global Change. "Witnessing the Impacts" [television series]. Edmonton, Alberta: ACCESS Learning Television and Gallant Productions, Inc., March 21.
Byrne, J., Rick Mrazek and D. Cerney (2002). Global Change. "Committed to Change" [television series]. Edmonton, Alberta: ACCESS Learning Television and Gallant Productions, Inc., March 28.
Camozzi, A. and Rick Mrazek (1992). Feasibility Study for a Canadian Organization of Environmental Trainers and Educators. Report number 22. Ottawa, Ontario: Canada/ MAB Canadian Commission for UNESCO.
Camozzi, A. and Rick Mrazek (1993). "Feasibility Study for a Canadian Organization of Environmental Trainers and Educators." In UNESCO Canada/ MAB Environmental Education Working Group (MABNET), ed. The Canadian Network for Environmental Education and Communication (EECOM). Ottawa, Ontario: The Canadian Commission for UNESCO, 11-69.
Camozzi, A., Rick Mrazek and S. Slocombe (1994). "International Linkages in Environmental Education." Pathways to Partnerships: Coalitions for Environmental Education. Troy, Ohio: North American Association for Environmental Education (NAAEE), 483-485.
Campobasso, L. and Rick Mrazek (1995). Sage Foundation
Diagonistic Report: Destination Conservation. Vancouver, British Columbia:
Sage Foundation.
Chawla, Louise (1994). "Alternative Paradigms in Environmental Education Research." Children's Environments 11(3): 256-260.
Marcinkowski, Tom and Rick Mrazek, eds. (1996). Research in Environmental Education. Washington, D.C.: North American Association for Environmental Education (NAAEE). http://www.edu.uleth.ca/ciccte/naceer.pgs/pubpro.pgs/Abstracts/abstractmain.html
Mrazek,
Rick (1993a). "Alternative Paradigms in Environmental
Education Research." In Mrazek, Rick, ed. Monographs in Environmental
Education and Environmental Studies, VIII. Troy, Ohio: North American
Association for Environmental Education (NAAEE).
http://www.edu.uleth.ca/ciccte/naceer.pgs/pubpro.pgs/alternate/directory.htm
Mrazek, Rick (1993b). “Wildlife: Intermediate and Advanced Level Modules” (WLD202-236). Natural Resource Studies Draft Teacher Resource Manual. Edmonton, Alberta: Career and Technology Studies, Curriculum Branch, Alberta Education, 177-202.
Mrazek, Rick (1994a). "Continuing the Quest: A Focus on Environmental Education Research." Pathways to Partnerships: Coalitions for Environmental Education. Troy, Ohio: North American Association for Environmental Education (NAAEE), 120-121.
Mrazek, Rick. (1994b). “Using Multimedia to Teach Environmental Education.” AMTEC ’94- Winds of Change. The Association for Media and Technology in Education in Canada. Edmonton, Alberta: The One-Off CD Shop. Available at: 3047.1565@compuserve.com.
Mrazek, Rick (1994c). "Extending Collaborative EE Beyond Borders." Pathways to Partnerships: Coalition for Environmental Education. Troy, Ohio: North American Association for Environmental Education (NAAEE), 173-186.
Mrazek, Rick (1995). An Evaluation of the 1994 Go Wild for Wildlife Campaign. Arlington, VA: Earth Force.
Mrazek, Rick. (1996-). Canadian Journal of Environmental Education. http://www.edu.uleth.ca/ictrd/cjee/.
Mrazek, Rick (1996a). Paradigmas Alternativos De Investigacion En Educacion Ambiental. Ayala. Mexico, D.F.: Secretaria de Medio Ambiente, Recursos Naturales Y Pesca. (Traduccion: Gabriel H. Garcia Ayala. Revision tecnica de la version en espanol: Edgar Gonzalez Gaudiano). Universidad De Guadalajara, Jal., Mexico: Asociacion Norteamericana De Educacion Ambiental (NAAEE).
Mrazek, Rick (1996b). "Seeing the Trees through the Forest: Navigating toward Environmental Citizenship in Canada." Canadian Journal of Environmental Education 1: 121-125.
Mrazek, Rick (1996c). "Two Steps Forward, One Step Back: Developing an Environmentally Literate Citizenship for Canada." International Research in Geographical and Environmental Education 5(2): 144-147.
Mrazek, Rick (2002). "The Will to Change." ATA Science Council Curricular Issues and Recommendations. Edmonton, Alberta: The Science Council of the Alberta Teachers' Association.
Mrazek, Rick, J. Byrne and D. Cerney (2001). Global Changes in Western North America: A TV Media Series for the Classroom. American Geophysical Union (AGU) Conference, December, San Francisco.
Mrazek, Rick and L. Halma (1998a). An Evaluation of the Destination Conservation Program from the Lead Teachers' Perspective. Vancouver, British Columbia: Sage Foundation.
Mrazek, Rick and L. Halma (1998b). Impact of Professional Development Institutes: Perception or Reality. Expanding Horizons for Tomorrow's Teachers, Proceedings from the WESTCAST '98 Conference, University of Victoria, Victoria BC.
Mrazek, Rick and Rick Kool (1997a). "Weaving Connections: Cultures and Environments." Environmental Communicator 27(5): 13-14.
Mrazek, Rick and Rick Kool (1997b). Weaving Connections: Cultures and Environments. EECOM News 3- 26th Annual Conference of the NAAEE: The Canadian Netwok for Environmental Education and Communication.
Mrazek, Rick, Rick Kool and S. Staniforth (1997). An Evaluation of Weaving Connections: Cultures and Environments. Washington, D.C.: North American Association of Environmental Education.
Mrazek, Rick and F. Isaac (1995). "Go Wild for Wildlife Campaign" [video 0-425]. Lethbridge, Alberta: University of Lethbridge,
Mrazek, Rick and Tom Marcinkowski (1997). "Research in EE, 1981-1990." The Third Report of the North American Commission in Environmental Education Research: Environmental Education for the Next Generation- Professional Development and Teacher Training. Troy, Ohio: North American Association for Environmental Education, 252-256.
Mrazek, Rick and J. Meadows. (1997). Career and Technology Studies (CTS) Wildlife Project. http://www.edu.uleth.ca/CTS_Wildlife/.
Mrazek, Rick, et al. (1998). "Conservation Education in Alberta." Weaving Connections: Cultures and Environments. Troy, Ohio: North American Association for Environmental Education, 73-80.
Steed, M. and Rick Mrazek. (2000). Interactive Multimedia as Research Portrayal. Site 2000- Society for Information Technology and Teacher Education [computer software].