Cover

Contents

01 A brief introduction to experiential learning

Experience: a bridging concept

More than social and cultural

Experience and the problem of language

More about this book

An overview of the chapters

PART ONE Experiential learning: foundations and fundamentals

02 Practical answers to some theoretical questions

Introduction

Question 1: Experiential education and experiential learning – are they virtually the same?

Question 2: Is experiential learning (EL) simply the sum of experience (E) plus learning (L)?

Question 3: What are the more popular models currently being used to explain experiential learning?

Question 4: What are the main criticisms of experiential learning?

Question 5: Has the notion of the experience society contributed to our understanding of experiential learning in any way?

Conclusion

03 Designing, delivering and evaluating experiential learning

Delivering a learning experience

Learning experience design

Using the Learning Combination Lock

The review and evaluation of experiences

A brief reminder of the chapters that follow

PART TWO The Learning Combination Lock model

04 The outer-world learning environment: other humans, other living creatures, and spaces and places (the belonging dimension)

Introduction

Indoor learning: the new classroom

Outdoor learning

Disappearing boundaries: indoor–outdoor, natural–artificial

Reaching out: learning in city space

Artificially created learning spaces

Pedagogy and personal development

The advantages of simulated recreation environments

Empathetic strategies and the outdoor therapeutic ‘effect’

Outdoor environments: therapeutic experiential learning

Sustainable learning environments

Conclusion

05 Experiential learning activities, behaviours and actions (the doing dimension)

Introduction

Planned or unplanned experiences?

The evolving milieu

The Great Escape

Outdoor adventure learning

Dramaturgy

Designing experiences: a simple experiential typology

Adventurous journeys

Expeditions

Sequencing learning activities

Mind and body

Rules and obstacles

Constructing and deconstructing

Handling physical objects

Learning activities: exploring reality

What is a real experience?

Fantasy

Play and reality

Suspending reality: drama and role playing

Rafts and planks… or real projects?

Metaphors and storytelling

Management development and cartoons

Using photographic images and computer software

Reflections on reality: reading and writing

Doing and reviewing

Conclusion

06 Sensory experience and sensory intelligence (SI) (the sensing dimension)

Introduction

Amplification and habituation

So what is sensory intelligence?

Language and the human sensorial experience

Interpreting and misinterpreting words

Going ‘away’: outdoor sensory-awakening experiences

The senses in higher-education teaching

Digital games and the design of multisensory experiences

Sensory stimulation in learning and therapy

Sensory stimulation, emotions and mood

Nature-guided therapy

Inner sensory work: presence and anchoring

Conclusion

07 Experience and emotions (the feeling dimension)

Introduction

Fast thinking

Communicating with feeling

Emotion and experiential learning

The power of the emotional state

Emotional waves

Experiencing emotional calm

Flow learning

Experience, learning and ‘identity’

Practical ways to access feelings

The emotional climate: mood setting and relaxed alertness

Overcoming fear

Mapping and accessing emotions

Using trilogies in emotional work

Using humour and other positive emotions

Accessing emotions through popular metaphors

Conclusion

08 Experience, knowing and intelligence (the knowing dimension)

Introduction

Human learning: is it really all in the mind?

Thinking with the body and thinking with feeling

The organizing mind: patterns and creative thinking

What is intelligence?

The many forms of intelligence

Neglected forms of intelligence

Sensory intelligence – SI

Emotional intelligence – EQ

Spiritual intelligence – SQ

Naturalistic intelligence – NQ

Creative intelligence – CQ

Wisdom

Conclusion

09 Deeper learning (the being dimension)

Introduction

The experience of being human

Well-being

Mindfulness

Single- and double-loop learning

Using problems and challenges

Problems and painful learning

Action learning

Experience and the inner game

Being, becoming, transforming: the experience economy

Conclusion

PART THREE Experiential learning and the future

10 Imagining, experiencing and learning from the future

Introduction

We are imagining all the time

Imagination

Imagination versus action

Mental fitness for the future

Imagining the future

Imagination and the child

A chronology of experiential learning

Prospective learning: reflecting on the future

Functional equivalence and virtual reality

Conclusion

References

Index