(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2019)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2018)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2017)
(2016)
(2016)
Special Issue - (2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2016)
(2015)
(2015)
Special Issue - (2015)
(2015)
(2015)
(2015)
(2012)
(2012)
(2012)
Special Issue - (2012)
pp. 1155-1173 | Article Number: ijese.2017.076
Published Online: July 13, 2017
Abstract
This study examined the Significant Life Experiences (SLE) behind Appalachian Trail (AT) thru-hikers’ choices to engage in an intense nature/outdoor experience. To more deeply understand the contexts of hikers’ SLE a naturalist inquiry research method was used. Data sources consisted of in-depth interviews, observations, and researcher journaling. A constant comparative analysis method (Glaser & Strauss, 1967) was used in data analysis. In this study, it was found that childhood experience in nature was an important factor in participants’ decisions to undertake an intense nature experience. This is in line with what the current SLE literature reveals. However, the study also found that childhood interaction with the outdoors was not strictly necessary, nor did it always result in an environmentally minded adult. Looking at a democracy of experience reveals that SLE do not always result in an environmental individual, nor are they necessary to becoming an environmental individual
Keywords: significant life experiences, Appalachian Trail, hikers, : Environmental education (EE)
References
Appalachian Trail Conservancy. (2012). About the Trail. Retrieved from http://www.appalachiantrail.org/about-the-trail
Appalachian Trail Conservancy. (2012). Hiking. Retrieved from http://www.appalachiantrail.org/hiking
Arnold, H. E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. The Journal of Environmental Education, 40(3), 27-36.
Carspecken, P. F. (1996). Critical Ethnography in Educational Research: A Theoretical and Practical Guide. New York, NY: Routledge.
Catling, S., Greenwood, R., Martin, F., & Owens, P. (2010). Formative experiences of primary geography educators. International Research in Geographical and Environmental Education, 19(4), 341-350.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative research. SagePublications Ltd, London.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15-26.
Chawla, L. (2001). Significant life experiences revisited once again: Response to vol. 5 (4) “five critical commentaries on significant life experience research in environmental education.” Environmental Education Research, 7(4), 451-461.
Corcoran, P. B. (1999). Formative influences in the lives of environmental educators in the United States. Environmental Education Research, 5(2), 207-220.
Fisman, L. (2005). The effects of local learning on environmental awareness in children: An empirical investigation. Journal of Environmental Education, 36(3), 39-50.
Furihata, S., Ishizaka, T., Hatakeyama, M., Hitsumoto, M., & Ito, S. (2007). Potentials and Challenges of Research on “Significant Life Experiences” in Japan. Children, Youth and Environments, 17(4), 207-226
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Strategies for Qualitative Research. Mill Valley: The Sociology Press.
Haluza-DeLay, R. (2001). Nothing here to care about: Participant constructions of nature following a 12-day wilderness program. The Journal of Environmental Education, 32(4), 43-48.
Hill, E. (2014). Appalachian and Pacific Crest Trail hikers: A comparison of benefits and motivations. Journal of Unconventional Parks, Tourism & Recreation Research (JUPTRR), 5(1).
Hougen, C. (2009). Adult Learners and the environment in last century: An historical analysis of environmental education. Electronic Green Journal, 1-11.
Hsu, S. J. (2009). Significant life experiences affect environmental action: a confirmation study in eastern Taiwan. Environmental Education Research, 15(4), 497-517.
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. Journal of environmental education, 21(3), 8-22.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications, Inc.
National Park Service. (2012). Appalachian National Scenic Trail. Retrieved from http://www.nps.gov/appa/index.htm
Palmer, J. A. (1993). Development of concern for the environment and formative experiences of educators. The Journal of Environmental Education, 24(3), 26-30.
Palmer, J. A., & Suggate, J. (1996). Influences and experiences affecting the pro‐environmental behaviour of educators. Environmental Education Research, 2(1), 109-121.
Palmer, J. A., Suggate, J., Bajd, B., & Tsaliki, E. (1998). Significant influences on the development of adults’ environmental awareness in the UK, Slovenia and Greece. Environmental Education Research, 4(4), 429-444.
Palmer, J. A., Suggate, J., Robottom, I., & Hart, P. (1999). Significant life experiences and formative influences on the development of adults’ environmental awareness in the UK, Australia and Canada. Environmental Education Research, 5(2), 181-200.
Palmer, J. A., Suggate, J., Bajd, B., Ho, R. K., Ofwono‐Orecho, J. K. W., Peries, M., & Van Staden, C. (1998). An overview of significant influences and formative experiences on development of adults’ environmental awareness in nine countries. Environmental Education Research, 4(4), 445-464.
Payne, P. (1999). The significance of experience in SLE research. Environmental Education Research, 5(4), 365-381.
Ray, M. (2009). How to hike the A.T.: The nitty-gritty details of a long-distance hike. Mechanicsburg, PA: Stackpole Books.
Sward, L. L. (1999). Significant life experiences affecting the environmental sensitivity of El Salvadoran environmental professionals. Environmental Education Research, 5(2), 201-206.
Tanner, T. (1980). Significant life experiences: A new research area in environmental education. The Journal of Environmental Education, 11(4), 20-24.
Tanner, T. (1998). Choosing the right subjects in significant life experiences research. Environmental Education Research, 4(4), 399-417.