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A View into the Future:The Value of Other Ways of Learning and Developmentby Roger GreenawayTo view the whole
chapter download
a free pdf copy (4.1Mb)
Futurologist Alvin Toffler wrote in his foreword to Rethinking the Future that “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn” (TOFFLER, 1997). So how can we best prepare young people for a future that will require more learning and change than ever before? It is clear that to prepare for life as a lifelong learner students need more than study skills: they also need to be able to learn from their experiences (pleasant and unpleasant) while growing and developing along the way. Mainstream education has been slow to adapt to this growing need to prepare students for a life of learning and change. This question about how to prepare young people for an uncertain future is not a new question. It was being asked over a century ago: “With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions.” (DEWEY, 1897) From outside the mainstream looking in, change seems slow. But from the mainstream looking out, the alternatives lack credibility. For example, if the mainstream looks towards “experiential learning” for solutions, just one simple question (“What is experiential learning?”) reveals its Achilles’ heel. The embarrassing answer for its advocates is that experiential learning is a contested idea that gets pulled and stretched in so many directions that it has no clear basis for claiming any distinctiveness from other forms of learning. Ironically, one of the most quoted authorities on experiential learning came to the conclusion that all learning is experiential: “Learning is the process whereby knowledge is created through the transformation of experience” (KOLB 1984, 38). And a leading association of experiential educators cautiously offers its provisional definition of “experiential education” as part of an “ongoing conversation” (AEE, 2007). How can experiential learning be taken seriously if its exponents have difficulty defining it, describing it or demonstrating its distinctive value?
Other Ways of LearningEdited by Peter Becker & Jochem Schirp (2008)From the Back CoverThe European
Institute for Outdoor
Adventure Education and Experiential Learning (EOE) was founded in
October 1996 in Spital/Pyhrn in Austria. It is the first Europe-wide
cooperation between experts working together on further developing a
pedagogical practice that uses the educational sensory potential
inherent in adventure in challenging natural situations. To view the whole chapter, table of contents and ordering details: download a free pdf copy (4.1Mb)
Two Ways of Buying 'Other Ways of Learning'1. Buy online at the
Institute for
Outdoor Learning Bookshop
(IOL) Price: £20.00 (October 2009) 2. Buy via post or email in Euros from the European Institute for Outdoor Adventure Education and Experiential Learning (EOE) Price € 23.00 (October 2009) including post and packing EOE publications page: EOE ordering information (doc
file): The price for the
book including
packing costs and postage is 23,00 EURO. bsj Marburg email: postmaster@bsj-marburg.de
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