Emphasizes the concept of experience in experiential-learning situations and discusses learning from experience in professional practice. A reflective practitioner learns from his/her own experience of professional practice in a manner that produces new practice-based knowledge and skills. Discusses reflective practice in an organizational context…

Explains the preexperience, experience, and postexperience phases of seven teaching styles: dictated, prescribed, directed, consulted, interpreted, automated, and shared. The most effective and appropriate style suits the situation, fits the preferences of leader and clients, and results in appropriate client independence. Although no single best…

Adventure programs at Gordon College (Massachusetts), a small Christian liberal arts college, attempt to promote student growth through adventure, community, and solitude; help Christian students develop an experience-based understanding of Biblical teachings they grew up with; and provide opportunities for self-discovery and spiritual experience.…

Based on the principle that all genuine education comes about through experience, John Dewey's ideas are particularly relevant to the theory and practice of museum education. Comments on Dewey's book "Experience and Education" in hopes of giving it wider readership. Major ideas from each chapter are summarized along with comments on…

Twelve theme articles discuss service learning and reflection in agricultural education, student perspective on service learning, Future Farmers of America, character education, intergenerational projects, agricultural communications, and service learning as advocacy. (SK)

Action learning should result in personal growth leading to organizational growth. However, differences in learner perspectives, problems in group decision making, and circumstances inhibiting learning transfer may explain why organizational growth does not always result as expected. (Contains 21 references.) (SK)

Presents an activity in which students construct models to explain glacial action. Describes the models, which recreate specific glacial processes, and discusses 11 glacial actions. Students examine the economic implications of glaciation and use maps to identify the locations and effects of glaciers. (CMK)

Describes a methodology for supporting exploratory learning that attempts to limit learning space, called exploration space, and adequately control the cognitive load learners would face in their exploration process. In Exploration Space Control (ESC) the extent of exploration space is controlled according to domain complexity, but also to…

Presents an exercise that provides students with opportunities to experience scientific inquiry skills. (ASK)

Recounts how an Iowa junior high school improv company (called "Pressure Points") tackles tough issues, educating their audiences about the dangers of alcohol and drugs; the effects of divorce; the realities of AIDS, rape, and suicide; and about the difficulties of growing up in a risk-filled world. Describes the troupe's work methods,…

Posits that both clients and counselors must be regarded as active agents within the counseling process. Using four phases of counseling, client actions at each phase are viewed in terms of their implications for action planning. Implications are discussed for both counseling practice and evaluation. (Author/JBJ)

Describes a castle-building exercise in which students first learn about castles and then, using a map of the school, show on paper how they would convert the school into a castle. (TB)

Interview with Lilian Katz, one of the foremost authorities on the project approach to learning. Discusses the misconceptions and advantages of the project approach, the teacher's role in project-based work, and the qualities teachers need to insure its success. Gives historical background on the development of the approach, and some common…

Argues against Richard S. Prawat's (1995) assertion that Dewey did not favor an activity-oriented, child-centered approach to learning. Also, it disagrees with Prawat's belief that meaning, for Dewey, was not just between people, but was also between events and people. Dewey's theories on the importance of language to meanings and the problem of…

Contends that Garrison (1996) overlooks evidence that points to the transactional nature of Dewey's theory on learning and uses Dewey's reconstruction of William James's theory of emotion to support the author's claim that Dewey emphasized activity. Following a brief discussion on intellectualism--that ideas represent the only mode of knowing--the…