A veteran adventure educator offers pearls of wisdom: identify those people who want/need to meet, and encourage them to do that; identify something that no one else wants to do, and do it well; failing forward with confidence regularly produces better results than confident discussion; play mitigates fear; a good idea doesn't care who has it; and…

Deplores the trend toward competitive, market-oriented forms of outdoor adventure education that speak of "outcomes,""risk management," and "performance indicators." Discusses children's need for time to play outdoors and develop ecological awareness and sense of place through sensory experiences. Calls for outdoor…

Facilitates acquisition of reflective habits by individuals undergoing leadership development in business-related project environments. Highlights links between reflection and action learning. Characterizes the action learning methodology used and contends that this approach forms a sound setting for reflective inquiry. Describes a reflective…

A method for teaching nursing research that includes both naturalistic and positivistic approaches consists of five elements: (1) creating a nonthreatening environment; (2) using guided imagery; (3) teaching along a continuum of inquiry; (4) take-home and midterm exams based on clinical situations; and (5) developing written research proposals.…

Interviews with nine nursing students revealed that they are able to define experiential learning, consider role playing the chief method, are aware of theory-practice issues, understand the importance of reflective practice, and view clinical supervision as an integral part of experiential learning. (SK)

Surveys a variety of conflicting philosophies and their underlying values that have influenced the development and direction of outdoor adventure education. Suggests that outdoor adventure education and experiential ways of learning are intrinsically at the margins of pedagogy and demand a generalized framework that incorporates and balances…

Relates personal experiences during Student Produced Week at Channel One. Provides details of the application process. Describes the day-by-day itinerary, up to and including the actual production process. Lists hints for prospective applicants on available positions for Student Produced Week and how to fill out the application properly. (PA)

Provides examples of conversations and reflective writing to demonstrate how adult literacy students can begin with past knowledge and grow through listening to one another, recognizing points of resistance, and sharing in the construction of meaning. Argues that mutual learning is enriched by reflecting on the relevance of the experience being…

Case studies of competency-based training demonstrate the narrowness of a conception of vocational competence that does not include tacit skills and experienced judgment. New approaches to understanding the multilocational, interrelated processes of knowing and doing are needed in order to devise a new definition of competence. (Contains 37…

Uses interactive science and technology centers as an example of the application of Heidegger's ideas about technology. Discuses Heidegger's concerns about uncritical acceptance of technology. (Contains 27 references.) (SK)

Presents two group activities for ages 10 and up; one instructs about food groups and reinforces healthy eating habits, while the other is a multitask physical activity stressing cooperation and coordination. Includes target group, group size, time and space needs, activity level, overview, goals, props, instructions, suggestions for framing and…

Malaysian adults aged 60-83 (n=19) were interviewed about aging and learning activites. They primarily engaged in nonformal and experiential learning. Learning was communal and religious/spiritual in orientation; it was shaped by cultural context and values. (SK)

Describes an elective clerkship rotation in pharmacy education for PharmD students designed to develop their skills and stimulate their interest in the teaching and service aspects of academic life. Student feedback and evaluations of the rotation were very positive. (EV)

Reports some examples of teaching experiments based on body-related metaphors. Some of them are carried out by means of technological devices. Calls for legitimacy in school mathematics, both for an embodied cognition perspective and a related use of technology. (Author/MM)

A group of Jewish women used collaborative inquiry techniques of action-reflection, holistic ways of knowing, emotional probing, and validity procedures to explore their experience of internalized oppression. They used healing strategies such as storytelling, songs, art, movement, and theatre in the transformative process. (SK)