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Is Group Therapy Democratic? Enduring Consequences of Outward Bound's Alignment with the Human Potential Movement. A Response to "How to Be Nice and Get What You Want: Structural Referents of "Self" and "Other" in Experiential Education as (Un)Democratic Practice."

Peer reviewed

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Seaman, Jayson – Democracy & Education, 2016

Franklin Vernon provided an example of how programs viewing themselves as "cultural islands" are in fact embedded within historical capitalist relations, through the discourses of "self" that they promote. In this response, I expand on Vernon's argument to situate the quasi-therapeutic practices he identified in the history of…

Descriptors: Group Therapy, Democracy, Outdoor Education, Self Actualization

Experiential Training: A Comparison of T-Groups, Tavistock, and EST.

Peer reviewed

Gorden, William I. – Communication Education, 1979

Compares three popular approaches to experiential learning with respect to purpose, philosophy, format, leadership, language, and strategy. Each is uniquely designed to elicit highly emotional involvement, confessions of failure in the past and immediate present, and attempts to communicate with integrity. (JMF)

Descriptors: Communication Skills, Experiential Learning, Individual Development, Interpersonal Competence

Evaluation of Outward Bound Teachers' Practica (D-T3, C-36T, C-39T, Summer 1969).

Hawkes, Glenn; And Others – 1970

The personal and professional impact of two Outward Bound (OB) Teacher's Practica (23-day courses including group and solo wilderness survival, 3-day urban ghetto, migrant family exposure, and academic components) were evaluated by a 5-member team who analyzed post-experience data derived from personal interviews (N=34); mailed questionnaires…

Descriptors: Academic Education, Decision Making, Experiential Learning, Group Dynamics