Describes a program of undergraduate, weekend life skills workshops designed to demonstrate practical applications of psychological theories. Each workshop focuses on the relationship of psychological theory to skill development using lecture and group process exercises. The benefits of this program for students, faculty, psychology department,…

Clarifies the concept of experiential learning using a five-stage generalized model (focus, action, support, feedback, debrief) and nine defining characteristics that describe the implicit and explicit assumptions in experiential programs. (SB)

Provides a historical overview of the progressive education movement, noting its major philosophical threads. Contrasts the progressive ideal with modern experiential education practice by comparing James Coleman's four-phase model of experiential process with John Dewey's scientific method of inquiry, which he used to shape experience. (SB)

Suggests ways in which environmental higher education can be more than a classroom abstraction. Case studies, panel discussions with practitioners, establishing priorities for community behavior, and social action are discussed. Concludes that the greatest struggle in environmental education will lie in the consciences of students and teachers.…

Fred Wood and Steven Thompson claim that inservice educational practices should be changed because, first, more adults are operating at a lower stage of cognitive development than previously believed, and, second, adults prefer learning in informal social situations. This article challenges the adequacy of the research analysis underlying these…

Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

A new journal feature shares practical ideas in experiential education in less than 800 words. This issue presents an initiative problem, rules for rope push, exercise illustrating dependence on schedules, how to experience a handicap, maple sugaring project, assignment bridging the generation gap, simulating literary experiences, and local…

This article explores the thesis that goals of environmental, experiential, and general education are common. Included are overviews of the three types of education from a humanistic view and attempts to relate the three areas through program reviews, practitioner ideas, and exploration of an environmental-experiential continuum. (Author/RE)

Describes a six-month project emphasizing participant-observation teaching strategy in which a third-grade class of 24 students employed methods of environmental design to design communities within a modern forest and more primitive tundra and desert regions. Discusses project goals, results, and implications for future use of environmental design…

Describes one classroom art activity and two events celebrating Youth Art Month. In the activity, junior high school students created collages and then made drawings from the collages. The events included student art demonstrations in shopping malls and other experiential art workshops. (AM)

As part of a project in working class history, ninth grade students conduct a bean bake for 1500 people. They cook pork-and-beans in huge black pots fueled day and night by two cords of wood and bake 1500 rolls of bread. An old-fashioned hoedown follows the feed. (KC)

Citizenship experiences are not reserved exclusively for community political institutions. The social studies curriculum provides an opportunity to capitalize on the development of citizenship competencies by using actual experiences. (CJ)

The author lists the reasons for assigning homework in secondary classes and analyzes the reasons students give for avoiding it. This article is reprinted from the Council for Basic Education, Vol. 23, No. 1, September, 1978. (SJL)

Reports that an approach in which college students enacted skits developed around vocabulary words proved more effective than a traditional approach to teaching vocabulary. (MKM)

Discusses approaches to management education and development, stating that organizational improvement is facilitated by working with managers rather than by teaching them in the traditional sense. The manager can develop only through his own experience and through the organizational processes of which he is a part. (MF)