The only real constant in the Montessori method is the materials which are crafted in Europe and involve the tactile sense. Part of a longer special report available from: Grade Teacher Reprints, 23 Leroy Ave., Darien, Conn. 06820. (No. 91291, 75J). (Author/AP)

The educational implications of recent brain research suggest that schools should emphasize activities that balance right and left hemisphere functions in order to encourage students' creativity. Some techniques currently in favor for achieving balance are synectics, multisensory and experiential learning, creative thinking methods, and the…

Traditional and experiential learning are fundamentally different, and this difference has important consequences for the discipline of sociology as it is taught and practiced. Two models for curriculum integration are presented, and the consequences of each are discussed. (Author/RM)

The described curriculum can serve as a model for sociology departments that would like to make modest changes in their master's level programs to train students for careers in applied sociology. (Author/RM)

Through an introduction to some of the literature and personalities of the adventuring tradition, the article explains several common elements of various forms of adventure: degree of difficulty, element of danger, commitment, and understandable stress. It also questions and explains the purpose of adventure experiences. (SB)

Provides theoretical and practical information on the use of Outward Bound activities in a mental health setting. First section traces the development of physical activity as an adjunctive psychiatric treatment and then describes a model treatment program for psychiatric patients in the second section. (ERB)

Selectivity poses a serious problem for American higher education. It is seen as a force that dominates thinking about admissions and educational quality, and stifles thinking about alternative admissions criteria and what happens in the educational program itself. (MLW)

The use of community resources in teaching consumer education provides teachers who are inherently interesting to students. Combining community resources with an experiential approach will encourage students to discover principles and develop reasoning skills important to consumer education. (JOW)

Discusses experiments in different school systems in New York and Massachusetts that incorporate Herman T. Epstein's theory of brain development. Many of the programs are aimed at helping teachers identify student cognitive levels and adopt techniques for reaching children at different levels. (WD)

Describes how a psychology fieldwork course promoted synergistic relationships between academic and experiential learning components. For one academic year, 15 psychology majors participated in supervised field experiences. Students did individualized reading, prepared weekly progress reports, and received constructive feedback from instructors…

Describes a program of undergraduate, weekend life skills workshops designed to demonstrate practical applications of psychological theories. Each workshop focuses on the relationship of psychological theory to skill development using lecture and group process exercises. The benefits of this program for students, faculty, psychology department,…

Clarifies the concept of experiential learning using a five-stage generalized model (focus, action, support, feedback, debrief) and nine defining characteristics that describe the implicit and explicit assumptions in experiential programs. (SB)

Provides a historical overview of the progressive education movement, noting its major philosophical threads. Contrasts the progressive ideal with modern experiential education practice by comparing James Coleman's four-phase model of experiential process with John Dewey's scientific method of inquiry, which he used to shape experience. (SB)

Suggests ways in which environmental higher education can be more than a classroom abstraction. Case studies, panel discussions with practitioners, establishing priorities for community behavior, and social action are discussed. Concludes that the greatest struggle in environmental education will lie in the consciences of students and teachers.…

Fred Wood and Steven Thompson claim that inservice educational practices should be changed because, first, more adults are operating at a lower stage of cognitive development than previously believed, and, second, adults prefer learning in informal social situations. This article challenges the adequacy of the research analysis underlying these…