Emphasizing an holistic approach to learning and life ("put a book in your backpack"), this speech advocates Douglas Heath's maxim 'We hobble a gifted youth if his talent is not yoked to passion; we drown the passionate youth if his emotionality is not disciplined by intellectual skills.' (JC)

A discussion of the teacher's responsibility to strengthen the "inner-connectedness of experience." (BF)

Facilitators of experiential learning join together with clients to create and edit clients'"stories" of their experiences in ways that are relevant to clients' issues. Facilitators must accurately assess client needs to enhance the quality of the learning experience, indicate directions and sources for functional change, and create…

Discusses facilitation of deep reflection on personal meaning as a critical educational practice in experiential learning settings. Describes the "perspective interview," a semiformal one-to-one conversation in which the leader or facilitator proceeds through a series of questions designed to uncover the respondent's beliefs, values,…

Offers suggestions for integrating robots into existing curriculum or creating after-school programs to help students gain content knowledge and hands-on experience. Lists robotics websites. (JOW)

Modular laboratories provide technology education students with valuable experiences, but they are not the total solution. Technology education can aid problem solving, technological literacy, and school-wide curriculum integration, but not within the limits of the modular environment. (JOW)

Describes a sledding project for kindergarten students that engages them in designing, building, and testing miniature sleds. Uses a computer program to create blueprints and uses tools at a construction center in the classroom to build the sleds. Completed sleds were described by groups to the full class, then tested. Identifies connections…

Based on classic and emerging international literature, action learning is defined as learning form concrete experience and critical reflection on experience, focused on problem solving and change. Facilitators of action learning do not impose solutions but guide action learning teams through the process. (Contains 44 references.) (SK)

The Parallel Action Learning Structure (PALS) model incorporates three sets of strategies: power strategies that enlist sponsors in support of organizational learning, normative strategies based on a vision of learning organizations, and diffusion strategies that disseminate results. The PALS model can contribute to synergy and ongoing…

Examines the key adult education constructs of self-directed and experiential learning. Reconceptualizes them as contextualized meaning making, a multilayered experience incorporating exposed and hidden meanings and unheard voices. Contains 37 references. (SK)

Contains eight accounts: "But Kids Don't Commit Suicide" (Sharon Andreozzi); "Learning from Multiplicity" (Kathryn Ellis); "Autonomy, Control, and Affiliation: Your Issues or Mine?" (Claudia Haferkamp); "Role Players" (Dennis Heitzmann); "Grief Counseling: Facilitating the Healing Process" (Rosemary Hughes); "Hospital Referral: A Test of Counselor…

Examines relations between educational practice and learner experience/knowledge, including positivism, empiricism, identity politics, and dialog. Suggests that pedagogy that fails to examine the discursive production of experience is conservative. (SK)

Habermas' critical theory focuses on how social structures, organizations, and institutions define, construct, and oppress learning. His theory of communicative action leads to emancipatory, learner-centered educational practice. (SK)

Explains why real-life situations requiring the use of thinking skills are an effective way to teach marketing. Examples using situations derived from interviews with bank employees are provided. (SK)

Discusses romantic metaphors about the natural world that pervade much of the programming in environmental and earth education, and their irrelevance for many people of non-European cultures and in inner cities. Suggests that environmental education emphasize direct experience in the natural world while using positive future-oriented metaphors to…