Experiential Education….A Philosophy Worth Exploring.

Dewey (1997), 'The Modern Father Of Experiential Education' believed that learning needed real, guided experiences that will contribute to our everyday lives and as educators, we must first understand the nature of human experience.

Experiential education considers knowledge as a process of discovery in which practice develops into theory. (see fig 1,Reynaldo Flores. 2003) The educator facilitates learning by creating an environment for the student to explore and reflect upon in order to increase knowledge. Allison (pg18) depicts a traditional approach to education where knowledge is factual (right or wrong) and is based on memorising theory that guides practice (see fig 2, Project Based Learning. 2017) These are different approaches yet both are relevant in outdoor education.

Fig 1

Fig 2

For the experiential approach, Allison (pg 27) suggests that the role of the facilitator, student and the curriculum can be conceptualised as dynamic and involves issues around trust and risk that affect learning. We cannot jump from a didactic to experiential approach without first considering the social, physical and emotional aspects of the student learning. Trust, risk and learning are intertwined in this approach. To let the experience be the teacher, a facilitator must foster trust, create an environment where learners can take risks, and then reflect on the experience.

When working with students coming from ‘traditional education’ I have observed an interesting phenomenon in that they appeared to be ‘conditioned’ to a more didactic approach. When the option was presented to explore, question and reflect, there was often a pause. This may have been the student confronting a new style of learning. However it may have been situational anxieties (e.g. peer pressure) that caused the hesitation.

While experiential education offers a more dynamic educational philosophy, it is our responsibility to acknowledge the risks it brings and create a space for creativity and learning while keeping physical and emotional risks at bay.

Further reading:

Chapman,S,  Mcphee,P, Proudman,B. (1992). What is Experiential Education?. The Journal of Experiential Education, 15 (2), 16-23.

References:

Allison, P. (Unknown). Key Principles: Trust, Risk and Learning. Part 1 History and Philosophy, Ch 2, 17-29.

Dewey, J. (1997) Experience And Education: The 60th Anniversary Edition. Kappa Delta, Indiana

James Neill. 2006. Experiential Learning & Experiential Education Philosophy, theory, practice & resources. [ONLINE] Available at: http://www.wilderdom.com/experiential/. [Accessed 31 October 2017]

Project Based Learning. 2017. Project Based Learning. [ONLINE] Available at: https://sites.google.com/site/projectbasedlearningk5/high-frequency-sites. [Accessed 14 November 2017].

Reynaldo Flores. 2003. LEARNING STYLES THEORIES PART 3. [ONLINE] Available at: https://reynaldojrflores.wordpress.com/2013/06/08/module-2-learning-styles-theories-part-3/. [Accessed 14 November 2017].