Although most of adult learning is not formal, adult education focuses primarily on formal schooling. To help resolve the paradox, the author suggests an approach to nonformal adult education using interpersonal learning resources and natural learning. (MF)

Students given evaluation level objectives did as well on relevant and incidental learning as did a control group, while those given knowledge level objectives achieved less incidental learning at the evaluation level. (Editor)

Defines experience and explores its relation to education. Describes the results of a survey of high school students' community and intercultural experiences and discusses the implications of both for social science education. (Author/CK)

Summarizes the responses of 50 people to a questionnaire asking about the way broadcast journalism is being taught in high schools and the types of radio programs students are producing; describes syllabi for two broadcast courses that were compiled on the basis of the survey responses. (GT)

Supports granting formal credit for "life experiences," especially in the social sciences, and reviews the writings of John Dewey on the assessment of life experiences and criteria for awarding credit. Also describes current methods of earning degree credit at Jamestown Community College. (MB)

Describes independent and group research activities for the classroom focusing on the properties of air. (SS)

Eleven higher education institutions were involved in planning, and six in implementing a national project on experiential education sponsored by NISS during the years 1974 to 1976. The developmental work, purposes of the research intended to be accomplished, and reasons for termination of the project are described. (Author/LBH)

Asserting that educators and educational institutions should view equal rights as a human, rather than sex specific issue, this panel discussion explores the ramifications for society when equal rights are not afforded males, females, homosexuals, or minorities. A case is made for using experiential education to equalize sex roles. (JC)

Preservice teacher interns learned from direct, first-hand practical experiences rather than just from theoretical ideas, the kinds of feelings a new and stressful situation may elicit. (NQ)

Describes use of play crates, containers holding items that connect activities to a particular theme, in the outdoor classroom. Describes using crates to plan more creatively, enhance children's independence, and build spontaneous and individual interests. Provides direction in assembling and implementing play crates, and extending outdoor…

Discusses the benefits of a classroom pet. Presents guidelines to determine whether a classroom pet is really needed and some suggestions for improving existing conditions for animals you may already have. Includes chart for choosing the right pet, which compares the life span, size, diet, and pros and cons for guinea pigs, hamsters, rabbits,…

Briefly outlines the historical backgrounds of Confucianism, the Chinese educational system, and adventure education. Points out a common ideal of Confucianism and adventure education: "jen," or humanity and benevolence leading to teamwork. Summarizes contributions that adventure education can make to Chinese education, as well as…

Suggests that experiential educators must be concerned about the intersection of human and environmental factors, and that ecofeminism provides a framework for examining this intersection. Defines ecofeminism and discusses its benefits and shortcomings as a foundation for social, educational, and environmental philosophy and practice. Contains 16…

Describes an activity in which students formulate their own questions and design investigations to answer them through a field trip to an amusement park. Cooperative learning groups of three or four students select one ride to investigate, then propose a question with an independent variable and a resulting dependent variable supporting their…

Documents the occurrence of involuntary rehearsal of second-language words and sentences in elementary school children. Results of the study suggest that regardless of language background, sex, or age of an individual, we all acquire language in the same way. (six references) (Author/CK)