Describes traditional Indian education and how it differs from the Euro-American model by utilizing example instead of indoctrination. Notes that experiential and service learning include many key elements of Native approaches. Describes programs developed by the National Indian Youth Leadership Project that combine these approaches with…

Traces the history of the six United World Colleges (UWC), founded by Kurt Hahn to provide experiential learning opportunities for youths, aged 16 to 19, from 100 countries. Outlines UWC philosophy of education which requires all students to engage in community service each week to qualify for the final diploma. (NEC)

Traces the various forms of nonformal, experience-based learning evident in China during the past 50 years. Relates changes in Mao's educational theories during the revolution, the "Great Leap Forward," the "Cultural Revolution," and the current Teng regime. (NEC)

Exploring the historical antecedents of Kurt Hahn's ideas, this article relates them to the philosophy of the Colorado Outward Bound School, examining some concepts in depth (e.g., physical challenge, self-discovery, individual student commitment, control of student activities, adventure/risk, small group dynamics, and community service). (DS)

Briefly reviews the history of the philosophy of education, from the Sophists to John Dewey, in order to explain the development of experiential education and some of its philosophical assumptions. Explains why experiential education is epistemologically sound. (SB)

Provides a historical overview of the progressive education movement, noting its major philosophical threads. Contrasts the progressive ideal with modern experiential education practice by comparing James Coleman's four-phase model of experiential process with John Dewey's scientific method of inquiry, which he used to shape experience. (SB)

The article briefly describes the life of William James, nineteenth-century philosopher and psychologist, noting the development of his pragmatist philosophy. The article uses James' work and ideas to support 11 principles of contemporary experience-based education. (SB)