Ignorance in environmental education research

In this essay, the author suggests that the practice of environmental education research might be improved by efforts to identify what Jon Wagner calls the \u27blank spots\u27 and \u27blind spots\u27 that configure the collective ignorance of environmental education researchers. In Wagner\u27s terms, what we know enough to question but not answer are our blank spots; what we do not know well enough even to ask about or care about are our blind spots - areas in which existing theories, methods, and perceptions actually keep us from seeing phenomena as clearly as we might. By way of example, the author argues that much research on significant life experiences does little to reduce ignorance in environmental education. He concludes by briefly appraising some strategies that might help environmental education researchers to recognise ways in which the field\u27s dominant research traditions and models produce partialities and distortions.