Argues that a librarian's traditional roles--keeper and retriever of knowledge, readers' advisor, information specialist--are most valid in the experiential learning process. As a place that voluntarily attracts many patrons who lack higher education, the library can serve as a "broker" between them and the educational institutions.…

The article discusses the rationale for adopting a seemingly unrelated vehicle, such as cooking, for teaching gifted and other children such diverse subjects as geography, history, and language, and relates this to the concept of synectics (which holds that all subjects are interrelated). (Author/DLS)

Case study of Australian farmers participating in group extension instruction indicated that local knowledge may remain dormant unless social interaction allows it to emerge. Group interaction facilitated the integration of local and scientific knowledge. (SK)

Reviews the literature on the relationship of adventure education and experiential learning to spiritual experiences and development. Discusses definitions of spirituality, religion, and related terms; two frameworks for integration of psychology and spirituality and their application to experiential education; specific strategies for integrating…

Participants in management development (n=714) identified the most and least useful aspects of the program. Many felt that self-directed learning was demanding but led to deeper learning. At the same time, they showed discomfort with the tutor's role as facilitator and the lack of structure. Time pressures were major barriers. (SK)

An award-winning tech prep program at Miami Valley Joint Vocational High School and Sinclair Community College in Dayton, Ohio, redesigned the curriculum around the idea that students work in teams and engage in hands-on projects. (JOW)

Art learning is an embodied practice learned through praxis. An unconventional style of conducting research on such learning is presented, in which doing the work changes the intent, which in turn changes the work, subsequently changing the intent again, and so on. The process leads to discovery and new insights. (TD)

An experiential learning model based on information processing is the foundation for the learning combination lock model, which depicts how six factors (or tumblers) may be selected and combined to develop effective learning opportunities. The factors are places and elements, milieu, senses, emotions, forms of intelligence, and ways of learning.…

Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK)

Effective outdoor management development programs have certain features: emotional intensity, psychological safety, consequences, enhancement of self-confidence, use of metaphors, unpredictability, peak performance experiences, multiple skill/knowledge types, development of the whole person, and focus on transfer. They succeed because they sustain…

Notes that an action-oriented approach to management education combines analysis with insight, intuition, creativity, and learning by doing. Suggests it differs from a traditional approach in the nature of information, primary goal, basic premises, sanctioned actions, and preferred feedback forms. (SK)

Simulations and games are designed to provide participants with an experiential context for reflection and learning in classrooms, corporate training centers, and community-based organizations. A conversational approach to debriefing sessions is one way to more deeply involve participants in exploring the meaning of their experience from multiple…

Benefits of learning from experience may not materialize without the ability to order it into understandable patterns and apply theoretical frameworks. College professors regularly practice experimentation, reflection, and theorization and thus could facilitate experiential learning for others. (SK)

Interviews with 8 adults aged 56-89 explored their learning experiences while traveling. Themes included learning about one's own character; learning to trust; acquiring knowledge of culture, humanity, and geography; and rediscovering home from a new perspective. (Contains 49 references.) (SK)

Describes the implementation of Internet-based experiential projects within an international business classroom and summarizes students' perceptions and attitudes towards the assignments. While the projects were shown to increase students' international-business skills and abilities, students reported that the assignments were difficult and only…