Doctoral Dissertations

Date of Award

5-1995

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration

Major Professor

Carol E. Kasworm

Committee Members

John Perers, Kathleen deMarrias, G. Douglas Crater

Abstract

This study examined how avid gardeners experience a public garden. Usingan in-depth interviewing technique, this qualitative study interviewed six avid gardeners who frequently visited a public garden. The theoretical framework which guided this study included the phenomena of self-directed learning and constructivism as well as information about adult participation in cultural institutions. Data about thegardener's beliefs and actions regarding their gardening history, gardening practices,and involvement with public gardens were gathered. From this research a conceptual model of an avid gardener's world was delineated. The model reflects two major components. The first component reflects the environmental, psychological, and cultural contexts of a gardener's world. The second component reflects the dimensions of an avid gardener's world which represents their gardening experiences,practices, and education. The dimensions of an avid gardener through which they experience their gardening include: 1) social connections, 2) human well-being, 3)personal history, and 4) learning experiences. The model suggests how one thinks and acts as an avid gardener. The model is grounded in a dynamic relationship between an individual's environmental, psychological, and cultural contexts and the actions and beliefs in the four dimensions of their gardening world. The model reflects past and present life experiences, values, and other internal forces within the individual. In addition, the model reflects the external forces in an individual's life being the societal/cultural resources, beliefs, and values and social relationships,physical surroundings, and situations. The model represents the dynamic nature of a gardener's make-up and the major dimensions in their lives which influence their gardening. These dimensions of a gardener's world are the personal learning constructs through which gardeners experience their plant world. It is through these dimensions that the avid gardeners in this study experienced a public garden. Severalcategories emerged within the four dimensions of an avid gardener's world. In the social connection dimension, it was found that avid gardeners used their gardening activities for meaningful social interactions with other gardeners, family and friends.Gardening activities enabled gardeners to find meaningful social interactions in volunteer work in a public garden, memberships in plant associations, visiting a public garden, and a career as a professional horticulturist. Through their gardening,avid gardeners were able to enhance their human well-being dimension. Activities of benefit to their emotional and physical well-being included visiting a public garden,physically working in a garden, designing a garden, and growing plants with success.The personal history dimension of avid gardeners accounts for their gardening past and how it influenced and shaped their gardening experiences. Positive gardening experiences during childhood sustained avid gardener's gardening interests into adulthood where continued gardening education and activities were an integral part of their lives. In their learning experiences dimension, avid gardeners used their gardening activities to expand their gardening knowledge and skill. Reading Gardening material, involvement with plant associations, visiting gardens, volunteer work, work experience, and using The Agriculture Extension Service were different resources and strategies participants used to expand this dimension of their gardening self.

As the first study of this kind, it was determined that adults do learn in a public garden. Each participant was unique in how they acted as a gardener and how they used a public garden. The uniqueness reflected their contextual past history and their present world with internal and external forces. The context provided the grounding in which they choose to act in specific dimensions of their gardening world and how they engaged in the dimensions in relation to their involvement with public gardens. Participants used a public garden to socially interact with others, enhance their human well-being, strengthen their gardening background, and extend their gardening knowledge and skill.

Future research needs to further explore this area and extend our understanding of the learning activities and strategies adults use to expand their gardening knowledge. Implications for further research and for adult education practice are cited.

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