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• W1598363520 abstract "ABSTRACT: Much of the literature on experiential education tends to focus on ad-venture-based education, which is of limited use to school teachers. This articleexamines the dichotomy of traditional and experiential education as a launchingpoint to discuss the roles of trust and risk in educational processes. We examineperspectives of student, educator, and curriculum and conclude that if experien-tial approaches are to be meaningfully integrated in schools, trust will be a cru-cial component of school culture.[Kurt Hahn] understood, as few educators have so well, the tender fears ofyoung people, their alienation before the rigours and rituals of adult power.—James (1990, p. 8) c All education systems operate from philosophies that make assump-tions about knowledge, and as a result this influences decisions at alllevels from policy to practice. We want to briefly examine two of thesephilosophies and their assumptions to begin with, because they are central tothe ideas that we want to discuss in this aticle. Throughout the article, weoffer suggestions for educators and raise some key questions to consider.Although some rhetoric can be found to suggest otherwise, traditional ed-ucation systems tend to consider knowledge transmission as the primar y pur-pose. In essence, traditional education perceives knowledge transmission as acompleted and finite process aimed at a specific end rather than a learningcontinuum. It is perceived, rightly or wrongly, as being focused on the prod-uct—content delivery—and not the process. The great majority of systemsinvolve the teacher as the “font of knowledge” and the students as the recip-ients of that knowledge, whether it is a formula in mathematics or a lesson ingeomorphology. Other subjects, such as physical education, art, and drama,are present in many school curricula. However, they are regularly marginal-ized by the assumption that conceptual knowledge has greater value than doother forms of knowledge. This approach views knowledge as facts ratherthan fluid relationships and assumes that there are, intrinsically, rights andwrongs that lie within the conceptual framework of teachers’ expertise base." @default.
• W1598363520 created "2016-06-24" @default.
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• W1598363520 date "2005-01-01" @default.
• W1598363520 modified "2023-09-23" @default.
• W1598363520 title "Understanding the Power, Promise, and Peril of the Experiential Learning Process" @default.
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