Examines perceived threat of commercialism on the ethical foundation of the experiential education movement. Contends that relationship between humanistic values often espoused by experiential educators need not be in conflict with a commercial, profit-oriented perspective. (NEC)

Activities are presented that focus on the topic of problem solving using the strategies of: (1) patterning; (2) working backwards; (3) making a chart, table, or graph; and (4) diagraming and elimination. (RH)

A training model for prospective teachers of cooperative learning involves teachers creating a cooperative classroom for themselves in a workshop setting. The model combines experience, perception, cognition, and behavior. (MLF)

Investigated whether a specific outdoor education program had any measurable impact on campers' environmental attitudes. Reports that all participants (N=613) had a positive experience but that the experimental treatment did not significantly influence attitudes. Includes the attitude instrument in the appendix. (ML)

Outlines the educational philosophy and work of Susan Isaacs, a progressive early childhood educator. (NH)

Outlines a community action learning model that stresses the integration of classroom and experiential learning. Program prerequisites, structure, process, and action learning projects are also discussed. (Author/JDH)

Describes four simple learning games, providing a brief rationale, educational goals, implementation procedures, and tips for facilitating students' learning. The four games described are the Gender Reversal Game, the Humor Game, the Stratification Game, and the World System Game. (Author/JDH)

Characteristics of self-directed adult learners are contrasted with those resulting from the teacher-directed approaches found in many college classrooms. The self-directed learning potential of adults requires new approaches to teaching. (MT)

Instructions are given for creating earth dyes in the classroom. These dyes be used in the teaching of social studies, science, and art. A chart listing sources of natural dyes is offered. (DF)

Ordinary household appliances can be used in the classroom to inspire unusual research, artwork, and problem solving. Suggestions on how to organize and collect materials to develop an appliance science unit are offered. (DF)

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Synthesizes several themes that are common to the other chapters in this sourcebook and suggests additional considerations for using experiential and simulation techniques. The author reminds readers that, while educators and practitioners need practical tools to do their work, the importance of theoretical models, which assist in translating…

Advocates teaching humanistic elements such as parents' history, individual uniqueness, potentiality, awareness, learning, new experiences, communication, and truth in discovery. (BJD)

Utopian societies can actually demonstrate some essential needs for community life. In this sociology course students read utopian literature and then investigated the lessons gleaned from their study of the utopian societies through experiential learning projects, e.g., participant observation of dorm life, leadership simulations, and utopian…

Describes Butler University's Experiential Program for Preparing School Principals, a model based on the assumption that the building principal is the key factor in a quality school program. (FL)