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ERIC Number: ED444798
Record Type: Non-Journal
Publication Date: 1999-Jul
Pages: 13
Abstractor: N/A
Reference Count: N/A
The Roots & Branches of Experiential Development.
Saddington, Tony
Experiential learning as a field of practice is vast. This paper uses the metaphor of a tree to categorize experiential learning's variety, the roots being the underpinning theoretical traditions and the branches the various forms of practice. The place of experience is highly valued in three traditions of adult education: the progressive, humanist, and radical traditions. The goals, assumptions, and values of these traditions with respect to experiential learning are outlined. All three traditions view the development of the learner's ability to reflect upon experience as the key to learning potential. However, they differ in the nature and purpose of reflection. The progressive tradition taps experience as an additional source of knowledge, the humanist tradition pursues personal wholeness, while the radical tradition sees reflection on experience as a means to empowerment and social transformation. Experiential learning practices may be grouped according to their end use or product: (1) documentation and assessment of learning from prior experience, perhaps to gain entry to higher education or to advanced standing; (2) use of experience in self-directed learning and learner-centered instruction as forms of educational innovation; (3) consciousness raising to effect social change; and (4) individual growth and development through personal reflection. The roots and branches of various organizations that use experiential learning are discussed, and emerging practices are examined. (Contains 10 references.) (SV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A