Observation and an interview of a nurse educator determined that she had a clear understanding of experiential learning and used that knowledge in the classroom. The phenomenological method used in the study involved questions derived from knowledge and experience that were designed to elicit personal thoughts, knowledge, and perceptions in an…

Describes one teacher's experiences at the Institute for Deep Ecology Education (IDEE) Summer School in Applied Deep Ecology. Reviews the program offered and the focus on interactive, experiential activities. (LZ)

A 20-year veteran of alternative education discusses his work with troubled teenagers in a wilderness retreat setting. The generalized learning environment eventually became tailored to suit the needs of the individuals involved, which lead to questioning the concerns that drove those needs. The metaphorical "dragons" are thus embraced,…

Presents an interview with Stephen Brookfield, an expert in the field of critical thinking. Defines what a critical thinker is, according to Brookfield's perceptions. Emphasizes that critical thinking is an open-ended process. Concludes with a plea for critical thinking to be promoted both within and outside of the classroom. (PA)

Describes a class project in which students conduct a "communication audit" or assessment of an off-campus organization, providing students with opportunities to explore, examine, monitor, and evaluate communication in a practical way. Discusses grading, beginning the class, contacting clients, instrumentation and procedures, costs, and…

Discusses ways to improve technology education by taking into account the nature of high quality learning, people's preferred learning styles, and teaching methods that enhance the quantity and quality of learning. (Author)

Examines differences in cosmologies between literate cultures and those approaching knowledge through experience and oral mediation. Describes several concomitants of orality and literacy with reference to self, silence, and abstract referencing. Argues that schooling prioritizes the legitimacy of literacy and denies the legitimacy of experience…

Traces the history and influence of study circles, describes the opportunities for personal growth provided by this format and the learning behaviors exhibited by participants, and examines how study circles are conducted and how their techniques engage participants. (JOW)

Introduces articles in this issue, which examine the ways in which teachers and students have come to use reflection as part of the learning process. Reflection, as a category in Kolb's experiential learning cycle, is the tenth core practice in the Foxfire approach to experiential learning. Reflection is "...some conscious, thoughtful time to…

Describes the basic components of a multimedia design curriculum, including conceptual coursework, technology-related coursework, final project options, and practical experience. (14 references) (MES)

Teachers can give children a learning experience by (1) providing a concept; (2) selecting an activity; (3) generating a learning task; (4) formulating a cognitive challenge; (5) creating small groups; (6) debriefing the meanings learned; and (7) using the feedback to modify the original idea. (DG)

Attendance at conferences provides opportunities for developing listening, notetaking, and questioning skills as well as confidence and self-esteem. Planning conferences provides other experiential learning through such roles as entrepreneur, administrator, troubleshooter, and organizer. (SK)

Considers challenge programs as treatment for adult offenders, focusing on APPEL (Adult Probation Positive Experiential Learning) program. Describes development of such offender programs, discusses how particular activities might be used to increase probationers' receptivity to traditional treatment services, examines reasons for apparent success…

The headmistress of an English school in India explains how a group of eight year olds responded to finding a "ghost" in a tree in the school courtyard. First-hand observation, exploration, and hard evidence led students to a more objective interpretation of the elusive tree spirit. (MLH)

A model of technology education should provide a framework allowing immersion into actual technological practice. The article presents a model that challenges students to apply human direction to identify problems or opportunities, select appropriate resources, and employ technological processes to produce assessable outcomes. A model laboratory…