Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective…

Background: Teaching experientially in postsecondary education has challenges; institutional constraints, neoliberal management, and a colonized learning environment. We discuss playing as a form of experiential education. Purpose: We challenge conventional teaching and offer an alternative to enrich and broaden conventional pedagogies. We argue…

This study explicated the theory underpinning the Human Ecology Practicum Program offered in the Department of Human Ecology at the University of Alberta. The program has operated for 40 years but never been formally evaluated. Using a document analysis, focus group and individual interviews, and a stakeholder working group, we explored…

Examining the legal and quasi-legal constraints which nontraditional programs, particularly experiential programs, must face if they wish to attain or maintain visibility, this article points to the need for recognition and monitoring of relationships among various legitimizing agencies and suggests the implications of these relationships for…

Links Grundtvig's philosophy of folk education with American adult education and experiential education. Addresses obstacles to incorporating principles of folk education within conventional educational institutions. Emphasizes the folk-education philosophy that control of learning must be passed back to the student. (KS)

Considers impact that experiential education could/should have on the world. Concludes that student experiential/service learning opportunities are being missed, not through student reluctance to jeopardize grades by leaving classrooms, but through inability of experienced educators to relate theory to practice or to link courses and curricula to…

Introducing exemplary theory and research findings bearing upon adult experiential learning, this article describes three emerging learning models that are "active" oriented. Implications for the future in terms of individual learning and postsecondary institutions are highlighted. (Author/DS)

The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical…

Traces the various forms of nonformal, experience-based learning evident in China during the past 50 years. Relates changes in Mao's educational theories during the revolution, the "Great Leap Forward," the "Cultural Revolution," and the current Teng regime. (NEC)

Describes the outdoor/experiential learning curriculum of the International School Moshi in Tanzania which is inspired by the geographical and environmental features of the region (Mount Kilimanjaro, Serengeti Plains). Includes the objectives, organizational and attitudinal problems, and benefits of the program. (NEC)

Uses the metaphor of the experiential educator as midwife to illustrate the importance of creating a safe and nurturing educational environment. To accomplish this, teachers must manage logistics, guard the initial learning environment, serve as nurturer, establish relationships, acknowledge commonalities and differences, remain a learner, create…

Argues that both short- and long-term outdoor education and wilderness programs should promote environmental awareness and the development of an environmental ethic. Outlines examples of approaches to integrating environmental goals and concepts into outdoor experiential education programs offered by Australian elementary and secondary schools and…

The paper provides a framework for converting academic subject matter into structured activities for students that provide intellectual excitement. The article includes an example of a workshop and worksheet which yields six principles for designing such activities. (SB)