AL(~JM，t~IZING I$
AN INTRODUCTION
\"Start where the learner is， not where you are.\" reads one of our
axioms for leaders. And as a result， I find myself in something of a
predicament for I feel some inner pressure to tell you where I am
coming from nonetheless. Perhaps I have been reading too much
Perls (as one of my favorite professors was once wont to put it，
=Steve， you ve been reading too many damn books again~ ) tor I
believe I must be \"up front\" with you about some of my more relevant
thoughts and feelings. At any rate， it would be impossible for me to
know where ell of you are， This way， if by chance you can get your
head into grasping (not agreeing with) my viewpoint， we ll both be
starting from somewhere a little closer -- which is far more than most
Inlroductions do for you anyway So let s begin with a look at where I
am.
I.
I CANNOT PRETEND TO 8E AN EXPERT IN ENVIRONMENTAL
EDUCATION.
In fact， I cannot even pretend to know what it is. I suspect that it
is merely good education in general (which means we might be more
appropriately classified as lobbyists instead of educators). From
listening to others， environmental education would appear to be a
process app~.icable to most any content Unlike the serious academic
:discipline there seems to be no recognizable body ol knowledge
; \"，~hgre a~ e evidently no standard skills eithe -- unless plaster casting
O r measuring air pollution will pass for requisite abilities)
: .;In the b~ginning， \"outdoor educa on\" may have been a more
.f~!itng title， but the term indica es or me how a we ve depa ed rom
~r ~igf8l origins. It is only from the entrenched mental position ot
~e#ne who spends a great deal of time \"inside\" doors， shut off
i[w00 growing hings and raw nutrients that one could speak of the
~O~JtdoO St TO use the term \"outdoor education\" continually hints at
~h~ ~f ~nge paradox w h n wh ch we nd ou se yes
， ~ ~Nough. I don t want to quibble needlessly for it is good to take
~q~q~gse s ou s de o those damn buildings for whatever reason
~L~!}S j U~t Say that I am interested in education Ior living as part ot the
~ ~1 World that natural world which ex s s n sp e o man s
Pi;e~nt aberr~ag0ns)， and that I am engaged in helping young people
~ d e~ggt themselves not as isolated entities but each one as a
r~PlasCeOce in the sun s web of lile.
.%~ . A
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