Abstract
This paper recommends a reconceptualisation of “experience learning”. It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb’s original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical conceptualisation by John Dewey is necessary. Importantly Dewey conceives of an experience, and therefore the learning that results from it, as a transaction between the individual and their environment and is therefore a consequence of their ‘trying’ and ‘undergoing’ within that experience. Dewey also emphasises the importance of ‘meaning’ within experiential learning, something not fully accounted for within the simplified model. We argue that with an appreciation of Dewey the full eotential of learning by, and through, the experience of outdoor education can be maximised and the full meaning of that exprience explored.
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He is the author of a number of papers on youth work as well as the book: Youth Work Process Product and Practice: Creating an authentic curriculum in work with young people. His research interests relate to the theoretical basis of informal and social education. The origins of this paper lie in a sea kayaking journey the authors shared on the Devon coastline.
He teaches on a range of undergraduate and post-graduate programmes that contain adventure education and outdoor learning. His doctoral thesis explored the use of outdoor learning with disaffected pupils as an integral part of the curriculum within a pupil referral unit Mark is interested in many aspects of personal and social education, and the unique contribution that outdoor education can make. Given the chance you will find him Connecting with nature sailing or kayaking along the Devon coast.
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Ord, J., Leather, M. The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators. Journal of Outdoor and Environmental Education 15, 13–23 (2011). https://doi.org/10.1007/BF03400924
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DOI: https://doi.org/10.1007/BF03400924