An experiential practitioner discusses the foundations of his ethical perspective on challenge by choice--participant choice within adventure activities. These foundations include existential and experiential philosophy, leisure theory, and the adventure-based counseling model. The ethics of choice and informed consent is discussed in relation to…

The use of students' out-of-school experiences in science education is part of a wider problem related to the relevance of science in society. States that relevance in science education has not been systematically studied. (DDR)

Spirituality, even within traditional religious practices, can inspire environmentally aware lifestyles. To help this "green fire" burn well, experiential educators should acknowledge religious beliefs and practices and avoid perpetuating the modern spiritual-secular rift. A "critical experientialism" is needed when it comes to…

Tours of minority group neighborhoods show participants the effects of polluting industries that are disproportionately sited near them. The tours make people aware of this overt environmental racism and inspire them to take action. Such tours must be handled with tact, preferably by the affected communities themselves, to avoid voyeurism and…

Introduces a project in which students examined the physics, chemistry, and geology of radon and used available technology to measure radon concentrations in their homes. Uses the inquiry process, analytical skills, communication skills, content knowledge, and production of authentic products for student assessment. (YDS)

Provides information on civic education in Hong Kong, from colonization to decolonization. States that Hong Kong youth are apathetic in political and community affairs and addresses the resistance to national identify formation. Contends that civic education should be included in tertiary education and describes different civic education programs.…

Examines whether students who participate as public opinion poll interviewers derive any secondary benefits, specifically an alteration in attitude toward the local community. Finds that the polling experience produced no detectable changes in students' assessments of the community. Questions some forms of experiential learning. (CMK)

Describes the Marietta (Ohio) "Teen Teaching" program, semester-long courses that provide high school juniors and seniors with opportunities to explore teaching in music education. Discusses the activities of the Teen Teachers, who work with elementary and middle school teachers for two periods every day. (CMK)

Discusses a study of teaching methods used by university adult and continuing education tutors and how these methods were perceived and experienced by a sample of students. Findings indicate that role-playing, games, and simulation were infrequently used; students had negative opinions of more experiential methods; and students preferred…

Describes an activity in a learning how to learn (LHTL) graduate course at Northern Illinois University that involved attending a minor league baseball game. Through class discussion and experiential/participatory learning, the LHTL students gained greater insight into learning styles and the effectiveness of collaborative learning. (AEF)

Service learning benefits students of all academic abilities, particularly the gifted. Teachers should use the principles of good service, make service a requirement, encourage service experiences based on real needs, design interdisciplinary service courses, consider opportunities for social change, provide mentorships, reduce liability, and help…

Describes four forms of expression that are reshaping traditional distance education into a new instructional model: (1) "knowledge webs," which enable distributed access to information; (2) virtual communities as a complement to face-to-face interactions; (3) synthetic environments, which focus on learning-by-doing; and (4) sensory…

One way to give students a firsthand feel for other cultures is to turn them into sleuths who investigate authentic artifacts from various cultures. This article explains how one teacher borrows artifacts from a local museum, then creates a mystery to solve that provides hands-on learning. Suggests ideas to use instead of artifacts. (SM)

Survey responses from Arizona extension agents identified competencies needed for working with at-risk persons. In an experiential staff development process, agents conducted community assessments of issues, needs, and resources concerning children, youth, and families at risk and developed integrated programming for them. (SK)

Presents assumptions and components of an experiential learning model to demonstrate the transformation of traditional educational leadership program delivery models. Two examples of experientially-based course projects are presented to illustrate teaching and learning as a transactional process of creating personal knowledge. (SLD)