> From: Peter Allison <[log in to unmask]>
> Subject: Re: process vs. outcomes - language / (renamed from 'if you can do
> this, Regarding the language - process and outcome have become overused there
is
> little question of this but we should also be cautious of finding new
> words and terminology for what we study, as we do so we open ourselves to
> over confusing an already complex field we discuss.
I find the terms "process" and "outcome" invaluable when I try to gain
financial and advisory support for my research in adventure education. In
my interdisciplinary doctoral program in Education, most of my professors
from the disciplines of sociology, psychology, statistics and women's
studies have only a faint idea that experiential education research exists.
Terms such as process and outcomes give me and my advisors a starting point
and a common language that cuts across the academic disciplines. I don't
know how it is at other schools, but when I first meet with my professors to
sell them on my research projects, they want a sound bite, not a 15 minute
explanation on the complex and iterative nature of experiential education.
Once my proverbial foot is in the door, then we have the opportunity to
engage in much more nuanced discussions on experiential education. I feel a
moral obligation to introduce "experiential education" into the more
"mainstream" educational debate in my school, and right now I'll use
whatever words I can to get that conversation jump-started.
> Does the internet make journals more accessible
> really?
Yes! I am pretty sure that there is not a single paper issue of JEE, etc.
in the entire University of California library system. (I guess I have to go
online again to check--no more card catalogue!)
P.S. to James:
>Masters' theses evaporate except for the dusty copies in lazy academics'
offices.
I wouldn't call any of my professors lazy, just busy--like me!
|