When learning is described as intentional action which is operative in both formal and informal education settings, the problem of relating ordinary understandings to academic understandings of learning disappears. Experiential learning then becomes the real business of education, not a fad. (MT)

The ability to learn is the basis for all other skills and distinguishes effective employees from those that are not so effective. Trainers must teach employees to turn common events into learning opportunities and to create their own learning systems. (JOW)

The purpose of action learning is to learn through devising solutions and strategies in response to problems and implementing them through deliberative action. To understand the relation between action and learning, learners and facilitators need sufficient understanding of both concepts, but they are handicapped by lack of adequate theory and…

Defines action learning as it has been set forth by Revans. Argues against several points of action learning theory, including (1) the nature of group process, (2) the role of outsiders, (3) the inability to teach spontaneous questioning, and (4) the learning process. (CH)

Suggests that experiential education can be best understood as action accompanied by an attitude that embraces the adventure of learning, regardless of the format or environment in which learning occurs. Views current growth market as an adversity that may distract experiential educators from mission of conceptualizing meaningful educational…

Discusses the relationship between instructional design and situated learning. The transfer of knowledge and skills to a variety of settings is considered; and ways in which instructional design can contribute to the goals of situated learning are described, including planning learning experiences that are situated in the real world. (24…

Makes the case that geologic fieldwork requires more than knowledge of basic skills learned in the standard undergraduate curriculum. Argues that synthesis of the skills into a schema must be done before one can address the kinds of problems that arise when doing field investigations. Argues for the use of descriptive geometry and trigonometry in…

The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are…

Presents personal reflections on experiences in distance education and teaching practices. Kolb's experiential learning cycle is discussed; technological, facilitation, and learning confusions are examined; and constructivist learning and common sense are considered. (LRW)

Discusses legitimate peripheral participation and the idea of apprenticeship, in educational settings as well as in broader communities of practice. Highlights include the historical and situational aspects of learning; the contrast with constructivism; instructionism; the influence of computer technology; and empirical research. (11 references)…

Considers the nature of learning and examines the role of simulations and games in promoting learning. Topics discussed include relating general systems theory to the process of learning; Kolb's model of experiential learning; the debriefing process in games and simulations; and the role of the teacher. (13 references) (LRW)

Premature academic instruction may undermine a child's learning tendencies or dispositions. Informal small-group interaction can strengthen dispositions and set the context for acquisition of knowledge, skills, and feelings. Teachers should focus on learning goals rather than performance goals. (SH)

Discusses how two small children learned important lessons by being allowed to make their own decisions and think their way through situations rather than being told by adults how to handle those situations. The article highlights the importance of discovery learning and the development of self-confidence. (SM)

Discusses the increasing need for inquiry and inductive-learning teaching techniques in the social studies. Encourages the use of values clarification, moral education techniques, and experiential learning to assist students in clarifying and constructing a positive belief system. Challenges social studies teachers to actively work toward…

States that learning is most effective when the learner has a basic understanding of established goals, when individual differences are considered, and when concept learning is enhanced by connecting first hand experiences. Advocates the use of social studies activities as a meaningful and logical way to enhance language and learning skills. (GEA)