ERIC Number: ED260635
Record Type: RIE
Publication Date: 1982
Applications of Developmental Theory to the Design and Conduct of Quality Field Experience Programs: Exercises for Educators. PANEL Resource Paper #8.
Whitham, Michele; Erdynast, Albert
The application of structural-developmental theory to experiential education practice is discussed. The theory is based on the concept of stages, which are structurally whole, internally consistent systems of thought that organize the individual's understanding of, feelings toward, and actions on the world. Stage theory presents the image of an expanding self that is forced to reach for a new formulation of reality more adequate to the situation at hand. The structural-developmental theory presents a working model of "the whole person" as the totality of all his/her capacities (cognitive, moral, social, ego). It is possible for experiential education to promote development by deliberately supplying the prerequisite conditions for movement from stage to stage. Structural-developmental theory has implications for: (1) how experiences for individual students are structured; (2) how educators interact with students; and (3) how educators interact with the community placement staff. Using these three aspects of experiential education, elements of good practice are covered, based on the theory. Three group exercises and checklists are included to stimulate thinking differently about experiential activities, how field experiences are planned and structured, and objectives of the experience. (SW)
Publication Type: Guides - Non-Classroom; Opinion Papers; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: National Society for Internships and Experiential Education, Raleigh, NC. Peer Assistance Network in Experiential Learning.
Note: Revision of a paper presented at the Annual Conference of the National Society for Internships and Experiential Education (10th, October 1981). For related documents, see HE 018 617-635.