Research and experiential learning: an understanding of the Australian Aborigines relationship to their environment

Abstract

This thesis is about gaining an understanding of the complex relationship of Australian Aborigines to their environment. By coming to an understanding of another cultures relationship to the environment, it is possible to come to a greater understanding of one's own environmental relationships.

The problem involves the issue of context transference. Aboriginal and Western thought processes are different. Whereas in Western society analysis is achieved through hard factual evidence, in Aboriginal society hard factual evidence is replaced by feeling and intuition.

A model was devised to study this problem which consists of the use of four different perspectives, each being the view of an ‘expert’ who has something to contribute towards a fuller comprehension of the Aboriginal/environmental relationship. The perspectives were that of an archaeologist, an anthropologist, the Australian Aboriginal, and the journal I wrote while participating on a Songline walk.

An archaeologist digs into the past and finds clues into the behavior patterns of contemporary Aborigines. An anthropologist, through first hand experience, has gained many valuable insights into the complexity of this environmental relationship that is not accessible to the archaeologist. The Aboriginal illustrates this environmental relationship in his own words. And my journal is a record of a unique opportunity at knowledge enhancement through experiential learning.

The use of Aborigines-as-teacher has revealed Western culture’s connections (and lack of connections) to the environment and the implications this knowledge can have for our society. Asa landscape architect, this knowledge can be used to influence design and land use decisions.