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Experiential Learning & Experiential Education James Neill Last updated: 10 May 2006 Philosophy, theory, practice & resources Introduction What is experience? What is experiential learning? What is experiential education? Who are experiential educators? What is a teachable moment? Studying experiential learning Experiential Education Philosophy What is empiricism? What is radical empiricism? Dewey's philosophy of education Experiential education in schools Teacher philosophies of education Outdoor education philosophy Experiential Learning Theory 12 reasons why experiential learning is effective Experiential learning theory (Carl Rogers) Scale of experientiality (Gibbons & Hopkins, 1980) Psychology of play Experiential Learning Cycles Experiential learning cycles (including Kolb's 4 stages) Critique of Kolb's experiential learning theory (Mirriam Webb, 2004) Experiential Education Practice Index to group games & activities Peace & experiential education Group development & dynamics Group facilitation & processing Discussion Group Experiential Learning (Google Groups) The purpose of this group is to discuss theories & practices of experiential learning & experiential education. Experiential Learning Quotes The things we have to learn before we do them, we learn by doing them. - Aristotle The knowledge of the world is only to be acquired in the world, and not in a closet. - Lord Philip Dormer Stanhope Chesterfield Experiential education is elusive, often paradoxical, a multifaceted jewel with ethical, aesthetic, spiritual, physical social and psychological dimensions, even cosmic dimensions. Psychological mountain climbing may be the right phrase for what we mean by experiential education. - John C. Huie More Education Quotes... What's New? School's out: Open-air British schools in the 1930's (The Independent, 23 January, 2005) The idea of outdoor schools, primarily for health reasons, derived from the sanatoria that sprang up in Europe in the latter part of the 19th century. In the sanatoria, fresh air and sunshine as much as medicine were used to treat tuberculosis (TB), with mixed success. This idea was extended in Britain during the first half of the 20th century, with the focus on improving the health of children who were seen as sickly and susceptible to TB. The schools were truly open-air (no walls) with purposeful, harsh (but supposedly healthy) environmental conditions, especially during winter, intentional. By the 1940's there were 155 open-air schools and they aimed to improve both health and academics. These open-air schools shared much with the philosophy with Baden-Powell's scouting movement and Outward Bound. Excellent teachers: Exploring self-constructs, role and personal challenge (Roger Vallance, 2000, Paper presented to the Australian Association for Research in Education) Who are the excellent teachers, and what do they look like? This empirical report is based on self reported data about the characteristics of excellent teachers in the Australian Catholic schooling system. Four common characteristics emerged: Excellent teachers were: 1) organized; 2) focused on whole person; 3) loved the students; and 4) were committed to the students. On the importance of asking questions (Julius Sumner Miller, 1967, Preface to "Millergrams" - Book II) On the vital importance of asking questions, rather than assuming to know. Eloquently champions the flame of enthusiasm that can be kindled when we ask questions, contemplate, discuss, experiment and meditate on questions. Fifth grade students at crumbling Chicago elementary school challenge political indifference (Ralph Nader, 20 April, 2004, www.commondreams.org) Nurturing scientific literacy among youth through experientially based curriculum materials (Robert Horton & Suzanne Hutchinson, 1997) An intervention hierarchy for promoting young children's peer interactions in natural environments (Brown, Odom, & Conroy, Fall, 2001, Topics in Early Childhood Special Education) Wilderness Leadership Summer Camp (Teens) In the Wilderness Leadership Summer Camp program teens will develop skills to survive in the wilderness, while at the same time growing in their understanding of the urban wilderness. They will explore and adventure through the parks, learn leadership skills, naturalist knowledge and the wisdom of wilderness survival. Teens will play an important role at camp, spending time working on their own skills, and at other times going on missions to inspire awareness in other campers (sneaking up on them, playing tricks, and teaching them cool skills that teens are learning). Content: The Wilderness Leadership program focuses on 3 main groups of skills: Leadership and Mentoring Skills Team work Experience working with kids Communication Experience in the outdoor-education field Help with camp wide games Teamwork and challenges! Play, learn and lead numerous camp and nature based games and songs Personal character development, learn your own strengths and unique gifts Wilderness and Survival Skills Fire by friction Local hazards (plants animals, insects) Camp safety Bushcraft: knots, tarps, ropes, wood Wild edible and medicinal plants Shelter building Sensory awareness and sneaking Leather making and working Primitive tools such as bows, arrows, stone tools and more Cordage (making rope out of plants) Knives and carving skills Naturalist Knowledge Plant identification Wildlife tracking and observation Learn bird calls and start to reveal the language of the birds Learn to use field guides to identify and research Develop personal nature goals Get and use a ‘sit spot’ to learn more about the land Mapping the local topography Create and use a nature journal Why? Spend two weeks outside having a blast with new friends Have wild adventures in the urban wilderness Learn from experienced wilderness guides and outdoor educators Challenge yourself by learning new and valuable skills To learn more about the magic of nature and life around you