ERIC Number: ED260644
Record Type: RIE
Publication Date: 1981-Jan
Reference Count: 0
Field Experience Education and Stage Theories of Development. NSIEE Occasional Papers.
Connections between structural-developmental psychology and field experience education are addressed. In addition to summarizing principles of structural-developmental psychology and relevant research findings, a comprehensive view of individual development is related to the philosophical aims of higher education, and developmental and dualistic models of education are contrasted. To consider the implications of stage theories for practices in experiential education, attention is directed to: involvement in constructivistic thinking and action, optimal matching, opportunities for role-taking, reconstruction of experience and reflective thinking, and constructive evaluation and feedback. The structural-developmental framework views the student as progressing through sequential stages in the distinct but related domains of intellectual, moral, social, and aesthetic development. Field experience participants learn how to appropriately match the various levels of intellectual functioning with real situations and problems. The developmental perspective is helpful in creating programs/situations that help students learn and grow. Appendices identify levels/stages of: intellectual development, moral thought, adult social development in the domains of education and work, and adult aesthetic development. (SW)
Descriptors: Adult Development, Aesthetic Values, College Students, Developmental Psychology, Developmental Stages, Educational Objectives, Experiential Learning, Field Experience Programs, Higher Education, Individual Development, Intellectual Development, Moral Development, Social Development, Student Development
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: National Society for Internships and Experiential Education, Raleigh, NC.
Note: For related documents, see HE 018 617-635.