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)

Discusses the ways in which games change to adapt to new circumstances or needs. Looks at four games used in adventure- or experiential-education settings and the changes in procedures and props that developed over time. (SV)

Describes four models of recognition of prior learning (PL): (1) procrustean--PL is made to match predetermined standards; (2) learning and development--PL approximates implicit academic standards; (3) radical--subjective knowledge is recognized as an alternative to dominant forms; and (4) Trojan-horse--PL is seen as socially constructed and…

In interviews with six pairs of mentors and proteges, mentoring was found to improve proteges' understanding of company and management issues. The extent of learning was influenced by openness and trust in the relationship. Mentors identified work-related and personal learning outcomes. Mentoring helps learning organizations share organizational…

While projects and activities have a legitimate place in the classroom, activities enthusiasts often substitute ersatz activity and shallow content for hard, serious work of the mind. Successful projects and activities require more planning, care, and work from teachers than standard lessons. No substitute exists for the foundations of education,…

Examines three theoretical traditions of experiential learning in adult education: professionalism, humanism, and radicalism. Presents a four-level framework: (1) assessment and accreditation of prior experiential learning, (2) experiential learning and change in higher and continuing education, (3) experiential learning and social change, and (4)…

The Congress of South African Trade Unions sought to include prior learning assessment in education and training as a mechanism for redressing inequities. Issues that arose included worker representation in implementation, linkage to accreditation and training opportunities, accessibility, and support and guidance for workers. (SK)

From a Heideggerian perspective, disorienting dilemmas and critical incidents do not necessarily lead to reflection but may trigger defensive responses. Both reflection and defensiveness are forms of explicitness, and adult education can play a role in transforming defensive responses into reflective ones. (SK)