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ERIC Number: ED398037
Record Type: Non-Journal
Publication Date: 1995
Pages: 23
Abstractor: N/A
Reference Count: N/A
Experience and the Curriculum.
Horwood, Bert
This chapter explores the possibilities of an experiential curriculum, and summarizes common elements and dilemmas of practice. The nature of experiential education is not so much a matter of definition as of seeing what teachers and students actually do. Mechanical models of experiential education are useful because they are simple and can serve as maps to point to elements of practice. Outstanding features of experiential education include the additive nature of experience and its ability to unlock creative powers, and the emotional aspect of student and teacher engagement. One of the strongest lessons to be learned from teacher descriptions of practice is that students must be at the center in making decisions and living with the natural consequences. It is difficult for students to choose, especially if their previous schooling experience has been to accept the choices of others. And it takes great courage for teachers to relinguish the usual mechanisms of classroom control. Successful practitioners, however, learn to live with ambiguity. Individual student responsibility, artistic expression, making personal meaning within a community context, and divergence in activity and specifics of learning all contribute to make evaluation a major problem. Grades determined by conventional testing are inimical to experiential education, and experiential educators have devised various means of sidestepping conventional evaluation. Implications for teacher education and educational research are discussed, as well as the significance of ways of knowing and the role of experiential education in social change. (Contains 16 references.) (SV)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A