Understanding fire learning experiences in Aotearoa New Zealand
| DOI | https://doi.org/10.1108/JCRPP-06-2021-0027 |
| Published date | 04 January 2022 |
| Date | 04 January 2022 |
| Pages | 155-168 |
| Subject Matter | Health & social care,Criminology & forensic psychology |
| Author | Amelia Jane Rhodes,Nichola Tyler |
Understanding fire learning experiences in
Aotearoa New Zealand
Amelia Jane Rhodes and Nichola Tyler
Abstract
Purpose –This paper aims to present exploratory research on how people in Aotearoa New Zealand
experienceand learn about fire, and how theythink and feel about fire as adults.
Design/methodology/approach –A qualitative survey with a sample of 40 young adults aged
18–23years in Aotearoa New Zealand were recruited through Prolific Academic. Reflexive thematic
analysiswas used to construct themes across participantsexperiences.
Findings –Four themes were constructed that described participants’ learning about fire and were
named influence of context and internal responses to fire, development of normative beliefs about fire,
learning how and whenfire can be used and learning about fire safety. Two themes were developedthat
described participants thoughts and feelings about fire as an adult. These were named knowledge is
power and emotional congruence with fire. Results highlight the significant role of parental modelling,
reinforcementand sensory experiences in the way individualsexperience and learn about fire.
Practical implications –Understanding fire learning is important for establishing which experiences
may leadto appropriate and inappropriate fireuse which in turn can inform fire preventioninitiatives.
Originality/value –To the best of the authors’ knowledge, this research represents one of the first
studiesto directly examine fire learning in the general population.
Keywords Qualitative research, Fire, Social learning theory, Fire experiences, Fire learning, Fire use,
Human fire use
Paper type Research paper
Introduction
Humans’ relationship with fire
Humans’ use of fire has influenced the development of both the species and the earth’s
landscape in irreversible ways (Pyne, 2019). Initially, fire was a source of life, providing
warmth and cooking facilities, allowing hominids to evolve and develop as an advanced
species. As time progressed, humans moved from primitive hearths to landscape
manipulation (Pyne, 2019). Although fire is still used for heating, cooking and cultural
reasons today, there is far less necessity for fire, at least in Western countries, where many
of its functions are served by technology. Yet fire remains an important part of human life
and is used frequently the world over.
Pyne (2019) proposes there are inherentlygood and bad fires, depending on the effects the
fire has on the ecology of the land and the potential threat to humans and animal species.
The literature around the psychology of fire use has tended to focus on criminalised
behaviours, with a particular focus on those convicted of arson (Dickens and Sugarman,
2012). Although fire misuse (e.g. arson or deliberate firesetting) represents a significant
societal issue, those who engage in criminalised fire behaviours represent only a small
proportion of the general population, with most humans using fire in prescribed ways.
Despite most humans engaging in appropriate fire use, “we know little about the
psychology of fire, fire learning, and the impact of culture on these factors” (Fessler, 2006,
Amelia Jane Rhodes and
Nichola Tyler are both
based at the School of
Psychology, Victoria
University of Wellington,
Wellington, New Zealand.
Received 15 June 2021
Revised 21 October 2021
Accepted 5 December 2021
DOI 10.1108/JCRPP-06-2021-0027VOL. 8 NO. 3 2022, pp. 155-168, ©Emerald Publishing Limited, ISSN 2056-3841 jJOURNAL OF CRIMINOLOGICAL RESEARCH, POLICY AND PRACTICE jPAGE 155
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