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Hovelynck, Johan – Journal of Adventure Education and Outdoor Learning, 2000
Experiential learning can be understood as a process in which learners recognize and develop their "action-theory." The aim of outdoor development programs--whether mainstream education, corporate training, or therapy--is to facilitate this process. A "reflection-in-action" approach to facilitation is presented and situated in…
Descriptors: Adventure Education, Behavior Theories, Cognitive Structures, Experiential Learning
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Hovelynck, Johan – Journal of Adventure Education and Outdoor Learning, 2001
Interviews with facilitators of eight Outward Bound Belgium programs examined the tacit knowledge that guides their program facilitation. Findings focus on experiential learning as a process of developing awareness of one's own behaviors, group development as a condition for learning, and program facilitation as enactment of a theory of relational…
Descriptors: Adventure Education, Educational Principles, Experiential Learning, Foreign Countries
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Hovelynck, Johan; Peeters, Luk – Journal of Adventure Education and Outdoor Learning, 2003
This article inquires into the role of humor in the relational learning process that takes place in adventure education programs. It presents program episodes, which the authors experienced in their practice as facilitator, staff trainer and researcher, and explores the related literature. Four aspects appear to affect whether humor either…
Descriptors: Adventure Education, Humor, Role, Learning Processes