Critically examines the general characteristics of a "discourse" of self-directed learning and considers consequences of assumptions made about adult learning and teaching. Presents and analyzes case studies of practice involving experiential teaching approaches with two groups of adult students. (JOW)

The experience of adult educators planning a conference exemplifies the process of harnessing talents, skills, knowledge, and understanding in a collective enterprise that helps people articulate their views and ideas on critical issues. (SK)

Explores the complementary contributions to experiential education research that are offered by an interpretive approach using qualitative methods and a positivist approach using quantitative methods. Discusses the utility of the interpretive approach in examining the multiple realities that influence human behavior. (SV)

Discusses the solo experience as an outdoor training technique that promotes development of contemplation and insight; emphasizes man's oneness with nature; and seeks to win some moral, philosophical, spiritual, or religious benefit from solitude. Includes relevant quotations by Thoreau, Wordsworth, and others. (SV)

Uses a story format to advocate living in harmony with nature. Environmental awareness and appreciation lead to appropriate behavior needed to sustain the global environment. Describes the wonder of nature through the author's personal experience with a trillium and his daughter's care for an injured bird. (KS)

Discusses the prevailing conventions of portfolio assessment specifically where experiential learning is tied to course equivalents. Suggests that further discussion is needed about prior learning assessment, traditional education, and how to use experience in to advance understanding of learning. (JOW)

Diverse ways people learn in their work include learning from mistakes, self-education on and off the job, practice of personal values, application of theory, skills practice, problem solving, interaction with others, lateral planning, advocacy, leadership, formal training, and practice of quality assurance. (SK)

Reflective activities are critical components of service learning because they connect service with course content. Methods include journals, experiential-research papers, ethical case studies, directed readings, and electronic dialogs. (SK)

Work-based learning as expressed in national qualifications frameworks is discussed within the theoretical context of Foucault's notion of discipline. Argues that the management of worker subjectivity is an essential element of the governmentality of organizations. (SK)

Defines action learning, describes barriers and benefits, and addresses the impact of new technologies on an action learning approach in organizations. (Contains 28 references and 6 Web sites.) (SK)

Describes the nature and characteristics of experiential learning processes. Reflects on the dramatic changes required in the curriculum if teachers were to draw on life and work experience in designing learning activities. (SK)

Somatic knowing involves senses and mind/body action and reaction. An embodied education grounded in somatics is more holistic and values areas typically neglected or trivialized in education, such as the arts. (SK)

Interactive theatre involving role play is an experiential learning tool that involves audience and performers in exchange of ideas and solutions. It is useful in training volunteers. (SK)

Explains the "set map" method of using the baseplate compass to solve walkers' navigational needs as opposed to the 1-2-3 method for taking a bearing. The map, with the compass permanently clipped to it, is rotated to the position in which its features have the same orientation as their counterparts on the ground. Includes directions and…

In this interview, Kolb, developer of the experiential learning cycle model, explores learning motivation, aspects of conversation (as experiential learning and as evaluation), and standardization versus diversity in education. (SK)