Experiencing the Difference: the Role of Experiential Learning in Youth Development
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Youth Work in a Changing Policy Landscape: the View from England1 Bernard Davies
© YOUTH & POLICY, 2013 Youth work in a changing policy landscape: the view from England1 Bernard Davies Abstract Since the Coalition came to power in 2010, a stream of influential policy initiatives focused on young people and ‘services for young people’ has left democratic and emancipatory forms of youth work practice increasingly vulnerable. In the process, the institutional and funding landscape within which this practice has been delivered for at least seventy years has, at best, been radically reshaped and, at worst, wholly erased. In tracing these developments, this article offers an analysis of the key underlying assumptions of the policy documents through which they have been implemented. Though focused only on England, hopefully this will also have some relevance for youth work and youth policy in the other UK nations. Key words: Youth policy; Neo-liberalism; In Defence of Youth Work campaign; Public service cuts IN ATTEMPTING its analysis of the Coalition government’s youth policies, this article looks critically at two areas in particular: At the macro level, it examines the government’s overriding ideological assumption, now widely and unquestioningly taken as a given by key public bodies and many major voluntary organisations, that the state needs to be removed from public service provision as comprehensively and as quickly as possible, to be replaced by a ‘market’ in which the voluntary as well as the for-profit sector will compete. These ‘providers’, it is then further assumed, will be supported and supplemented by 21st century versions of philanthropic noblesse oblige catering for the deserving poor; by a ‘big society’ pool of previously untapped volunteers; and by newly ‘resilient’, up-by-their-bootstraps ‘individuals, families and communities’. -
Experiential Education Through Project Based Learning
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 152 ( 2014 ) 1256 – 1260 ERPA 2014 Experiential education through project based learning Douladeli Efstratia* ASPAITE-Roehampton University,Irakleio Attikis,14121,Greece Abstract Experiential learning is the key factor of acquiring knowledge through experiencing things. It addresses specific teaching methods, which are believed to achieve a beneficial outcome to the learning ability of students. Project Based Learning is such a modern teaching method. The core idea of Project Based Learning is to connect student’s experiences with school life and to provoke serious thinking as students acquire new knowledge. While there are some negative implications related to PBL, the method can leverage the advantages of modern teaching techniques. Finally, through Experiential Learning and in particular through PBL, connection with problems of real world is achieved. ©© 2014 2014 The The Authors.Authors. PublishedPublished byby ElsevierElsevier Ltd. Ltd. This is an open access article under the CC BY-NC-ND license (Selectionhttp://creativecommons.org/licenses/by-nc-nd/3.0/ and peer-review under responsibility of th).e Organizing Committee of the ERPA Congress 2014. Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords:experiential education; experiential learning; project based learning; skills; knowledge. 1. Experiential learning Although the traditional form of education has been with us for some years, experiential education is a modern form of education that appeared in recent years. It focuses on the learning process of the individual and concerns the development of student’s abilities, such as memory, creativity, and sensitivity to achieve knowledge (Mulligan, cited in Boud et al., 1993). -
Do and Understand: the Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S
GAMA & FERNÁNDEZ Do and Understand: The Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S. Abstract /Resumen This paper shares the results of a study on the benefits which an experiential education program has on students in the K-12 range. The study was carried out at a bilingual North American-style college preparatory school located in Colombia, South America. Research was based on experiences obtained through the coordination and implementation of an experiential education program during the 2008-09 school year. The findings deal with experiential education as a pedagogical philosophy. Este manuscrito comparte los resultados de un estudio sobre los beneficios que un programa de educación experiencial les otorga a estudiantes de grados pre-escolar a bachillerato. El estudio fue realizado en un colegio bilingüe, de estilo norteamericano, localizado en Colombia, Sur América. La investigación fue basada en las experiencias obtenidas a través de la coordinación e implementación de un programa de educación experiencial durante el período escolar 2008–2009. Los resultados se refieren a educación experiencial como una filosofía educativa. Keywords/Palabras claves: experiential education, emotional well- being, social interaction, service learning, outdoor education companies, physical abilities; educación experiencial, bienestar emocional, interacción social, servicio social, compañías de educación al aire libre, habilidades físicas GAMA & FERNÁNDEZ Introduction “I hear and I forget. I see and I remember. I do and I understand.” This saying of Confucius (551-479 BC) sums up much of the effectiveness inherent in experiential education methodologies. However, experiential education as a systematic pedagogical philosophy was only first introduced in the early 20th century. -
Youth Engagement and Empowerment Report
Youth Engagement and Empowerment In Jordan, Morocco and Tunisia Agenda Youth Engagement and Empowerment In Jordan, Morocco and Tunisia November 2018 version TABLE OF CONTENTS │ 3 Table of contents Introduction ........................................................................................................................................... 5 Notes .................................................................................................................................................... 6 Chapter 1. Towards national integrated youth strategies ................................................................. 7 Jordan ................................................................................................................................................... 7 Morocco ............................................................................................................................................... 9 Tunisia ............................................................................................................................................... 10 Good practices from OECD countries ............................................................................................... 11 Chapter 2. Strengthening the formal body responsible for co-ordinating youth policy and inter-ministerial co-ordination ........................................................................................................... 13 Jordan ................................................................................................................................................ -
MASARYK UNIVERSITY BRNO FACULTY of EDUCATION Department of English Language and Literature
MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature Experiential Learning and its Impact on Students of English Bachelor Thesis Brno 2016 Supervisor: Author: Ailsa Marion Randall, M.A. Kateřina Špačková Declaration: Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím pouze citovaných pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právechsouvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. I hereby declare that I worked on my thesis independently, using only the sources listed in the bibliography. I agree with storing of this work in the library of the Faculty of Education at the Masaryk University Brno and making it accessible for study purposes. Brno, 20 March 2016 …………………………………. Kateřina Špačková 2 Acknowledgements: I would like to thank to my supervisor Ailsa Randall for all her kind help and valuable advice which she provided throughout the whole process of my writing. I would also like to thank all those who participated in the intensive language course in autumn 2013, when I first went to Fryšták, as it was the first time I was introduced to experiential learning. Even more so I wish to give my thanks to those who participated in the course in Fryšták in spring 2015, as they inspired me to write this thesis. Last but not least, I would like to thank all my classmates and other students of the faculty for their help with my research. 3 Annotation This bachelor thesis deals with experiential learning and intensive learning courses in English and its title is “Experiential Learning and its Impact on Students of English”. -
The Philosophy and Theory of Experiential
2009 The Philosophy and Theory of Experiential Education: An Introduction A short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning, as it is practiced by the partnership of Via Experientia: the International Academy of Experiential Education. Via Experientia: the International Academy of Experiential Education. Contents: Page 2 Table of contents Page 3 What? Introduction to the context of this text. Page 4 I Where does the partnership of Via Experientia come from? Page 6 II Background and dimensions of experiential learning, as a theory and a practice in adult education. Page 6 An overview of philosophies of adult education Page 8 The nature of experience Page 9 Learning orientations and learning theories Page 13 III Constructivism – a reflection orientation Page 13 Learning through reflection on experience Page 14 Constructivist models of experiential learning Page 16 Roles for educators in experiential learning Page 17 Critiques of the constructivist theory of experiential learning Page 18 IV So what? Page 19 Litterature list Áskorun Ehf. Björn Vilhjálmsson 2 Via Experientia: the International Academy of Experiential Education. The Philosophy and Theory of Experiential learning Via Experientia: The International Academy of Experiential Education. This project has been funded by the Grundtvig Programme with support from the European Commission. This learning material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. What? The aim of this text is to give a short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning as it is practiced by the partnership of Via Experientia: The International Academy of Experiential Education. -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Environmental Education (EE) and Experiential Education:A Promising
Creative Education 2011. Vol.2, No.2, 114-120 Copyright © 2011 SciRes. DOI:10.4236/ce.2011.22016 Environmental Education (EE) and Experiential Education: A Promising “Marriage” for Greek Pre-School Teachers Alexandros Georgopoulos1, Maria Birbili1, Anastasia Dimitriou2 1Department of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2Department of Educational Science in Early Childhood, Democritus University of Thrace, Komotini, Greece. Email: [email protected] Received February 18th, 2011; revised March 19th, 2011; accepted April 14th, 2011. Kindergarten teachers tend to combine EE and experiential education in their every day practice as a matter of course. The majority perceive EE as related to sensory awareness and exploration and the concomitant will to act in a pro-environmental direction. They deal with and elaborate their pupils experiences in a way that is remi- niscent of Colb’s learning cycle. It is not clear from the interviews whether they effectively facilitate their child- ren’s reflection upon the acquired experience, although there is some evidence that they accompany and assist their pupils in associating their new knowledge to that previously acquired, integrating it into new wholes and appropriating it. They do not give any information about the elaboration of their pupils emotions developed through the experiential educational approaches. They claim that when EE and experiential education are blen- ded together then this can generate active citizens of the future. Keywords: Environmental Education, Experiential Education, Preschool, Teachers Introduction Munson, 2005) using direct experiences as the first stage of a quite effective learning strategy. Experiential education treats the individual experiences of Early childhood is a period largely neglected by environ- pupils as educative material and exploits them in order to pro- mental education research (Chawla & Cushing Flanders, 2007: duce learning rather than using texts and knowledge imposed p. -
Measuring the Values and Costs of Experiential Education, Report Of
digitalcommons.nyls.edu Faculty Scholarship Articles & Chapters 2015 Measuring the Values and Costs of Experiential Education, Report of the Working Group on Cost and Sustainability Stephen Ellmann New York Law School, [email protected] K. R. Kruse Follow this and additional works at: http://digitalcommons.nyls.edu/fac_articles_chapters Recommended Citation 7 Elon L. Rev. [i] (2015) This Article is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Articles & Chapters by an authorized administrator of DigitalCommons@NYLS. 2015] Experiential Education in Law Law Practicum. A course focused on a discrete area of law that inte- grates a requirement that students engage in practical fieldwork or complex simulations on the topic of study. Experiential education is an integral part of the class but a secondary method of instruction. Capstone Course. A course that provides students with the opportu- nity to apply accumulated learning from across the curriculum, en- hancing student learning by integrating doctrinal knowledge with experiential application. Ideally, a capstone course also establishes and cultivates connections within the larger legal community, allowing students to develop strategies for analyzing and addressing legal mat- ters. Although "capstone" implies a culminating experience, capstone courses can be designed to be at the end of any component of legal training. Experiential Module. A self-contained experiential education activity that can be inserted into any law school course. The activity is used to enhance learning of substantive material and to introduce students to real world lawyering experiences. Examples include role-plays, draft- ing exercises, and field trips with reflection. -
Perspectives: the Use in Experiential Education of Ceremonies and Rituals from Native American Cultures
University of Nebraska at Omaha DigitalCommons@UNO Tribal Nations Documents Special Topics in Service Learning 5-1-1992 Perspectives: The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures McLellan Hall Follow this and additional works at: https://digitalcommons.unomaha.edu/slcetribalnations Recommended Citation Hall, McLellan, "Perspectives: The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures" (1992). Tribal Nations Documents. 19. https://digitalcommons.unomaha.edu/slcetribalnations/19 This Article is brought to you for free and open access by the Special Topics in Service Learning at DigitalCommons@UNO. It has been accepted for inclusion in Tribal Nations Documents by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Perspectives • The Use in Experiential Education of Ceremonies and Rituals from Native American Cultures Editor's Note: These perspectives address long standing issues within the Association for Experiential Education which have been a focus for significant informal discussions, but they have not been addressed in the Journal of Experiential Education or in other publications with broad distribution in the field. The Editor and authors specifi cally invite comment and reaction from others, at a personal, professional, and/or academic level, in order to fur ther awareness and development of these issues. The thoughts below are the personal views of the authors, based on their own experiences and teachings. They do not claim to speak for anyone else. Other people from Native cul tures, or other cultures, may disagree with these comments. Both authors work in the same organization and have discussed these issues, but each one's decision to write down his personal thoughts was arrived at independently, and each perspective was written and submitted independently. -
1 Before London Started Swinging: Representing the British Beatniks David Buckingham This Essay Is Part of a Larger Project
Before London started swinging: representing the British beatniks David Buckingham This essay is part of a larger project, Growing Up Modern: Childhood, Youth and Popular Culture Since 1945. More information about the project, and illustrated versions of all the essays can be found at: https://davidbuckingham.net/growing-up-modern/. In his autobiography, Personal Copy, the journalist and broadcaster Ray Gosling describes a feeling of imminent change that was shared by many young people at the very end of the 1950s: There was just this feeling… that we were important, that something was going to happen. How, and in what direction, we didn’t know. And we didn’t much care. It was a very, very, very odd feeling, but we felt it. Gosling himself came from a frugal working-class background in the provincial English city of Northampton. In 1959, he dropped out of university and set up a youth centre in Leicester that was run autonomously by a committee of young people. The academic Richard Hoggart – the author of The Uses of Literacy, who was soon to become the founding director of the Centre for Contemporary Cultural Studies (CCCS) at Birmingham University – was on his management committee. Although Gosling’s youth centre collapsed, he developed the argument for youth-led welfare provision in a pamphlet for the Fabian Society; and he went on to build a career as a writer and public speaker, offering an insider’s perspective on the emerging youth culture of the time. He became associated with the New Left, and began to mix in the more cosmopolitan culture of London’s coffee bars, making friends with Stuart Hall (then the editor of the New Left Review) and the novelist Colin MacInnes, whom he described as his ‘mentor’. -
UN Youth Strategy
UNITED NATIONS YOUTH STRATEGY Table of Contents 1. Context ................................................................................................................................................... 4 2. Role of the UN ..................................................................................................................................... 5 3. Vision ....................................................................................................................................................... 5 4. Objective of the UN Youth Strategy ....................................................................................... 5 5. Strengthening the foundations for a UN that delivers with and for young people ..................................................................................................... 6-9 6. Priority Areas of the UN Youth Strategy ........................................................................ 9-13 7. Coordination, Governance and Operationalization ............................................... 13-14 UN Youth Strategy 1. Context people flee home in search of survival, or move for better opportunities. Young people also suffer The world today is home to the largest generation interpersonal violence, are affected by the slow 1 of young people in history, 1.8 billion . Close to 90 onsets of climate change or frontline impacts of per cent of them live in developing countries, disasters. They experience intersecting forms of where they constitute a large proportion of the marginalization,