The generative paradigm

A number of commentators have identified and critiqued and approach to outdoor experiential learning as, variously, Priestian, American and algorithmic. These comments raise the questions of what are the characteristics of this algorithmic paradigm of outdoor experiential learning and what are thought to be the problems with it? This paper will address these questions and describe what the author believes to be a new, emerging practice defined by these critiques that he has called the Generative Paradigm after Robin Hodgkin. This paradigm is described and placed in the western and global cultural and educational debates responding to issues of sustainability and human purpose.