The Community as a Learning Resource

Greenberg, Ellie

doi:10.1177/105382597800100205

Cited by 8 publications

(7 citation statements)

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“…Our discussion to this point allows us to introduce the first five articles in the special collection. The first three articles, Greenberg’s (1978) “The Community as a Learning Resource,” Coleman’s (1979) “Experiential Learning and Information Assimilation: Toward an Appropriate Mix,” and Shuttenberg and Poppenhagen’s (1980) “Current Research in Experiential Learning Theory for Adults” illustrate how members of the nascent experiential education community attempted to address the problems listed above: how and when to introduce theoretical knowledge to the learning process, how individual learning relates to cultural practices and social problems, how reflection should be structured, and how different progressive reforms can all be explained and justified by a uniform theory. To our point, what these articles most exemplify is how by the late 1970s experiential learning had become communicable as a set of presuppositions abstracted from their origins in T Groups, which also incorporated the humanistic faith in personal growth as central to both learning and social progress.…”

Section: Experiential Learning: Models Mechanisms and Techniquesmentioning

confidence: 99%

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

Seaman

Brown²,

Quay

2017

Journal of Experiential Education

100

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This essay introduces a collection of past articles from the Journal of Experiential Education ( JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs.

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Section: Experiential Learning: Models Mechanisms and Techniquesmentioning

confidence: 99%

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

Seaman

Brown²,

Quay

2017

Journal of Experiential Education

100

View full text Add to dashboard Cite

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“…The residents' willingness to be interviewed by students learning how to conduct community-based research exemplify the idea put forth by Greenberg (1978) of the community as a learning resource in EE. For Greenberg (1978, p. 25) "every community contains skilled and talented persons who enjoy teaching others, but whose primary occupation is outside the academic community".…”

Section: Discussionmentioning

confidence: 93%

Exploring Community Residents’ Motivations for Interacting With American Field School Undergraduates in South Africa

Wainwright

Sicwebu

Gong

et al. 2019

Journal of Experiential Education

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Background: Learning by experience in field schools (FS) depends implicitly on the willingness of local residents to engage with students. While critical perspectives have highlighted the potential harms of study abroad on local people, their views are less frequently investigated. Purpose: To explore the perspectives and motivations of local residents who agreed to be interviewed by American undergraduates undertaking a five-week FS in community health research methods in Cape Town, South Africa. Methodology/Approach: Semi-structured interviews were conducted with 23 residents to explore their perspectives on why they, and others, were willing to be interviewed by students. These were thematically analyzed. Findings/Conclusions: Emphasis was given to the status implicit in being "a student" and "a visitor" and the respect, hospitality and support this status engendered. To be a student was to be a child and not in a position to help. However, expectations were that help would come later. Residents valued the conversations they had which were seen as opportunities for enjoyment, exchange and bridging social divides. Implications: In experiential learning programs such as these, local residents are a key community learning resource. Certain design features appear to help optimize the engagement and relationship-building valued by students and residents alike.

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“…Experiential learning was studied extensively by Greenberg (1978). He described the value of experiential education and the four constructs of his framework as follows:…”

Section: Experiential Learningmentioning

confidence: 99%

“…The course, European Design, is a study-tour offive majotcities in Europe. The experiential framework is based on Greenberg's (1978) four constructs of experiential learning as well as a fifth construct based on the authors' experience with international study programs. These constructs are well-planned experiences, serious study, opportunities for reflection, interchange with other learners, and use of a design focus in each city to guide learning.…”

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confidence: 99%

An Experiential Framework for International Interior Design Education

Guerin

Mason

1993

Journal of Interior Design Education and Research

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The purpose of this paper is, first, to present an experiential framework for an international interior design course and, second, to determine if this framework assisted the students in attaining the course goals. The course, European Design, is a study‐tour of five major cities in Europe. The experiential framework is based on Greenberg's (1978) four constructs of experiential learning as well as a fifth construct based on the authors' experience with international study programs. These constructs are well‐planned experiences, serious study, opportunities for reflection, interchange with other learners, and use of a design focus in each city to guide learning. The goals of the course are to increase students' knowledge of European design characteristics and their sensitivity to culturally based design. Data were collected from students who participated in the European Design course over the past ten years. Statistical analysis showed that the two hypotheses (1) use of the experiential framework increased student knowledge about European design characteristics, and (2) use of the experiential framework increased student sensitivity to culturally based design, were not rejected. This finding provides support for use of the framework for experiential international interior design education. The need for interior design students to participate in international education and experiential learning also is discussed.

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The Community as a Learning Resource

Abstract: The rich human resources within a community can be tapped to provide students with the needed balance between theory and experience. A framework for such programs comes from learning theory.

Cited by 8 publications

References 0 publications

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE

Exploring Community Residents’ Motivations for Interacting With American Field School Undergraduates in South Africa

An Experiential Framework for International Interior Design Education

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