A look at the need to provide a structure for informal educational systems in order to avoid alienating public opinion. (AK)

The author views the relationship between formal and informal education and the need for continuing change and redefinition. (AS)

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

Reviews definitions of and debates over distinctions among formal, informal, and nonformal learning. Outlines questions about four aspects of formality/informality with which to analyze learning situations: process, location/setting, purposes, and content. (SK)

Discusses the importance of childhood outdoor experiences in fostering an appreciation for the environment. Emphasizes giving children opportunities to find their special places in nature. (JRH)

Concept mapping can help learners develop metacognitive skills and make educators aware of instructional principles. The Instructional Map, Experiential Learning Model, and Logic Model are useful concept mapping tools for informal adult education. (SK)

Interviews with 20 adult Wiccans explored why they undertook learning that will marginalize them. The Wiccan learning process reflected elements of socially acceptable learning. They were motivated by intense curiosity and the search for meaning; they undertook self-directed exploratory study, focused formal learning, experiential learning,…

Describes and discusses results of a survey of members of the American Society for Training and Development (ASTD) that was conducted to determine how employees learn informally when neither on-the-job or off-the-job training is provided. Implications for performance technologists are considered, and future issues for investigation are suggested.…

Describes major functions of Iroquois storytelling, including entertainment, taking the listener out of the present moment, and informal education of children. Discusses the attributes and roles of contemporary Iroquois storytellers. (SV)

Describes how a survey of 1,500 museums in six European countries and case studies in three countries were used to develop a guide to good practice and a Web site on informal education in museums. (SK)

Interviews with four female pastors showed how they nurtured a climate that enabled parishioners to accept their leadership ability. They fostered learning and change through mentoring, coaching, networking, and dialog with parishioners, and they integrated informal learning into daily life. (SK)

In understanding the transformation of novices into proficient practitioners, theories of know-how and tacit knowledge have limited use. Examination of the dimensions of context that influence informal learning in the workplace supports practical judgment as an explanatory model. (Contains 21 references.) (SK)

Discusses how family vacations provide problem-solving opportunities. Describes 10 resources on traveling with children that include first-hand travel accounts and recommendations for traveling with children; information guides for older children; travel-related sticker books for younger children; tourism department materials; children's travel…

Informal learning probably accounts for most significant and meaningful learning in daily life. It should be considered in policy discussions and initiatives about lifelong learning, community development, and work-based learning. (SK)

Ascertains what people notice in the environment during hikes and whether this could influence environmental education. Identifies four themes: (1) the natural and physical environment; (2) trail aspects; (3) each hiker's physical and psychological preparedness and cognitive development; and (4) social aspects. (DDR)