The involvement of the Dunham family and their physically disabled son with the Family Challenge Program (Westfield, Massachusetts) is outlined with particular attention to how the family relationships (especially between father and son) have grown closer through improved communication, cooperation, and trust, thereby creating a partnership. (JMM)

Advocates use of rituals to foster intimate, caring relationship with one's place and to develop a sense of community within a group. Describes "Talking Staff" and "Medicine Wheel" as tools for debriefing, performance of camp chores, and fostering ecological awareness and a sense of place. (NEC)

Identifies series of predictable stages through which small groups progress: pre-affiliation, power and control, intimacy, differentiation, and separation. Shows application of group development for each area as group passes through various stages. Outlines model for each area summarizing group interaction and instructor roles for each stage. (NEC)

Describes a meditation assignment as a way for students to find connections between two levels of experience, the reader's level of transaction with the text and the level of the reader's own life. Leads students from close analysis to holistic consideration, and finally to philosophical implications. (MS)

Presents six components to consider when planning interpretive walks: purpose, planning, preparation, preview, performance, and post-mortem. Emphasizes aspects of planning: audience identification and content, medium, and site selection. Indicates these concepts are also useful in planning slide talks, demonstrations, and workshops. (NEC)

Examines perceived threat of commercialism on the ethical foundation of the experiential education movement. Contends that relationship between humanistic values often espoused by experiential educators need not be in conflict with a commercial, profit-oriented perspective. (NEC)

Activities are presented that focus on the topic of problem solving using the strategies of: (1) patterning; (2) working backwards; (3) making a chart, table, or graph; and (4) diagraming and elimination. (RH)

A training model for prospective teachers of cooperative learning involves teachers creating a cooperative classroom for themselves in a workshop setting. The model combines experience, perception, cognition, and behavior. (MLF)

Investigated whether a specific outdoor education program had any measurable impact on campers' environmental attitudes. Reports that all participants (N=613) had a positive experience but that the experimental treatment did not significantly influence attitudes. Includes the attitude instrument in the appendix. (ML)

Outlines the educational philosophy and work of Susan Isaacs, a progressive early childhood educator. (NH)

Outlines a community action learning model that stresses the integration of classroom and experiential learning. Program prerequisites, structure, process, and action learning projects are also discussed. (Author/JDH)

Describes four simple learning games, providing a brief rationale, educational goals, implementation procedures, and tips for facilitating students' learning. The four games described are the Gender Reversal Game, the Humor Game, the Stratification Game, and the World System Game. (Author/JDH)

Characteristics of self-directed adult learners are contrasted with those resulting from the teacher-directed approaches found in many college classrooms. The self-directed learning potential of adults requires new approaches to teaching. (MT)

Instructions are given for creating earth dyes in the classroom. These dyes be used in the teaching of social studies, science, and art. A chart listing sources of natural dyes is offered. (DF)

Ordinary household appliances can be used in the classroom to inspire unusual research, artwork, and problem solving. Suggestions on how to organize and collect materials to develop an appliance science unit are offered. (DF)