Experimental Education

Experiential learning is being able to derive a meaning from a direct experience or the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb 1984).

Experiential learning is the learning process that an individual undertakes and is regularly linked to the concept of experimental education, however they have key differences. Experimental learning specifies that of the individuals learning where as experiential education as an entity is more interpreted as an evolvement of education.  And in this respect is more linked with such concepts as the relationship between teacher and student, while encapsulating the larger issues such as educational structure and objectives (Itin, 1999).       

Figure 1.  Davis (1993) The Diamond Model of the Philosophy of Experiential Education

A more extensive model of the definition of experiential learning, in this redefined model the experimental learning process is clearly visible for that of both student and teacher. The teacher and student share a similar experience in terms of the teaching experience, the process is defined by the student or teacher based upon his or her own personal reflection.  

This model was most applicable to my own view of experiential education as it does not dictate or reflect that of a specific strategy but allows for a variety of approaches that can be used within this model.

Of my own personal experience I found that experiential learning took place in various activities of which were not outside clients comfort zones and to which my they could participate at their own level.  Of what I observed much of it took place in games or activities focused on team cohesion and working together. As the goal was often to complete a set task with very little input or advice in how to do so from instructors creating a base for the learning to take place; as experiential learning requires self initiative an intention to learn and an active phase of learning (Moon, 2004).  Upon completion of these group tasks whether negative or positive I as a facilitator was then able to guide individuals through some of the deeper aims involved in the activity. This process of learning allowed them to potentially result in changes of judgment, feelings or skills for themselves as an individual (Chickering, 1997). And Such learning is not just confined to that of the outdoors with a rise in experiential learning seen in that of higher academic learning in such areas as finance and business programs; (Clark and White, 2010) state that a quality university education program requires that of an experimental learning aspect.                

      

Figure 2. A School group form the Turangua area of the north island NZ using trial and error (experimental learning) in an attempt to cross the swamp   

The philosophy and ideals of experimental education allow both outdoor instructors and teachers of varying levels to be able to link different meaningful strategies. By being able to approach educational processes from an experimental sense allow the activities to become more linked and essentially produce a deeper understanding for both student and client.

Association for the Experiential Education (AEE) (1994) AEE definition of experiential education. Boulder, CO; Assosication for Experiential Eductaion

Chickering, A (1977). Experience and Learning. New York: Change Magazine Press. pp. 63.

Clark, J., & White, G. (2010). "Experiential Learning: A Definitive Edge In The Job Market". American Journal Of Business Education, 3(2), 115-118.

Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education 22(2), 91-98.  

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

Moon, J. (2004). A Handbook of Reflective and Experiential Learning:Theory and Practice. London: Routledge Falmer. pp. 126.