How Shall We “Know?” Epistemological Concerns in Research in Experiential Education

Abstract

In this paper, we explore issues of epistemology and ontology as they relate to research in experiential education. As research activity in this field grows, it is essential to consider the assumptions and foundations upon which research is based. Drawing on the work of Guba and Lincoln (1994), we seek to provide a language for considering such issues and comparing research approaches. We then argue that traditional approaches to research in experiential education are not, in themselves, adequate. These traditional approaches tend to focus on whether programs “work.” Ironically, such a focus tends to ignore a key feature of our work: the experiences of individuals and the meanings they make of their experiences. In order to do justice to our work (that is, to recognise the essential nuances and subtleties of experiential education), alternative research questions must be asked that take into account the broad range of inputs, processes, and outcomes in our work. This change of focus denotes a shift in our epistemological and ontological paradigm. The implications of such a shift are explored in greater detail.

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