The Parallel Action Learning Structure (PALS) model incorporates three sets of strategies: power strategies that enlist sponsors in support of organizational learning, normative strategies based on a vision of learning organizations, and diffusion strategies that disseminate results. The PALS model can contribute to synergy and ongoing…

Examines the key adult education constructs of self-directed and experiential learning. Reconceptualizes them as contextualized meaning making, a multilayered experience incorporating exposed and hidden meanings and unheard voices. Contains 37 references. (SK)

Contains eight accounts: "But Kids Don't Commit Suicide" (Sharon Andreozzi); "Learning from Multiplicity" (Kathryn Ellis); "Autonomy, Control, and Affiliation: Your Issues or Mine?" (Claudia Haferkamp); "Role Players" (Dennis Heitzmann); "Grief Counseling: Facilitating the Healing Process" (Rosemary Hughes); "Hospital Referral: A Test of Counselor…

Examines relations between educational practice and learner experience/knowledge, including positivism, empiricism, identity politics, and dialog. Suggests that pedagogy that fails to examine the discursive production of experience is conservative. (SK)

Habermas' critical theory focuses on how social structures, organizations, and institutions define, construct, and oppress learning. His theory of communicative action leads to emancipatory, learner-centered educational practice. (SK)

Explains why real-life situations requiring the use of thinking skills are an effective way to teach marketing. Examples using situations derived from interviews with bank employees are provided. (SK)

Discusses romantic metaphors about the natural world that pervade much of the programming in environmental and earth education, and their irrelevance for many people of non-European cultures and in inner cities. Suggests that environmental education emphasize direct experience in the natural world while using positive future-oriented metaphors to…

Technology education is gradually replacing industrial arts. National Science Foundation's 1983 report "Educating Americans for the 21st Century" outlines program to help middle-school students develop skills, such as controlling and using "new" body, moving from concrete to abstract, establishing independence from adults, and…

The traditional way of studying history is unappealing to many students because they rarely perform the historian's tasks: defining essential questions, sorting through available source materials, determining topics, drawing conclusions, and presenting them persuasively. Teachers in two Rhode Island high schools have provided students with the…

Traces types of expeditions in the history of civilization. Describes the following phases in the current expedition experience: (1) conceptualization/dream phase; (2) the preparation phase; (3) the action/reality phase; and (4) the reporting/reflective/processing phase. An expedition should be self-contained, have an element of challenge, and…

Adults (n=162) varying in extent of participation in didactic or experiential forms of death education versus those who had no such exposure to death and dying-related issues completed measures of conscious and unconscious death fears. Findings suggest that didactic death education was effective in altering death anxiety, although effects were…

The Community Service Scholarship Program at California State-Fresno had to overcome administrative/resource barriers, the clash between service learning and cooperative education goals, and controversy over "pay" for community service. Participating students (n=56) reported improved skills, motivation, and confidence; 89% of…

Using journal writing to develop critical-reflection skills in students preparing to be midwives fosters the spirit of inquiry and the discovery of knowledge useful to practice. (SK)

Focus groups and a survey of 50 adult students and a survey of 30 who graduated showed that self-assessment was a powerful instrument for experiential learning. It strengthened their commitment to competent job performance, enhanced higher-order skills, and fostered self-agency and authority. (SK)

There are three ways to learn: guided learning, experiential learning, and action learning. They differ in many respects from each other and may produce different kinds of representations. They may be compared to ways of undertaking a journey: traveling, trekking, and exploring. (Author/JOW)