The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

Abstract

This paper recommends a reconceptualisation of "experience learning". It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb's original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical conceptualisation by John Dewey is necessary. Importantly Dewey conceives of an experience, and therefore the learning that results from it, as a transaction between the individual and their environment and is therefore a consequence of their 'trying' and 'undergoing' within that experience. Dewey also emphasises the importance of 'meaning' within experiential learning, something not fully accounted for within the simplified model. We argue that with an appreciation of Dewey the full potential of learning by, and through, the experience of outdoor education can be maximised and the full meaning of that experience explored.

A critique of “Forest School” or something lost in translation

“…Ord and Leather (2011) highlight the importance of Dewey's work for outdoor educators and his conceptualisation of the transactional nature of experience and subsequent meaning making inherent to experience. Bruner's (1977) concept of Bscaffolding^supports Wood's model (see Fig.…”

More than relations between self, others and nature: outdoor education and aesthetic experience

“…To do this I turn to Peirce, Heidegger and Dewey-philosophers who contended with allied issues in the first half of the last century. Dewey's work remains relevant to outdoor educators, as is made clear by Ord and Leather (2011). However I contend that Dewey's philosophical contributions to experience and education can be further augmented by the work of Peirce and Heidegger.…”

Love letters to services past: risk and outdoor education in youth work

“…However, according to Ord & Leather, (2011), many of these texts draw heavily and inaccurately on references to…”

“…Further, there is also a relatively small body of literature that critically examines culture, gender, a e and social justice, in relation to outdoor education (for example, Humberstone, Brown & Richards, 2001;Humberstone, Prince, & Henderson, 2016;Rose & Paisley, 2012;Warren, 2016;Warren, Roberts, Breunig, & Alvarez, 2014 Smith, writing about outdoor education specifically from a youth work perspective, with a youth worker's take on risk in the outdoors (for example, Ord & Leather, 2011;Smith, 1997). There is a new book due out in September 2017, which focuses specifically on outdoor, experiential and informal education (Jeffs & Ord, 2017).…”

“…Warren claims that social justice is a key tenet amongst the founding fathers of experiential education -namely Dewey and Hahn (Warren, 2005), but it is not one that still appears to be at the heart of current outdoor education practice, which is often Fred, from Hillshire, firmly believed in the power of experiential learning, learning which has a clear focus on educational aims, which in itself has a rich pedigree back to Dewey and beyond (Ord & Leather, 2011). The idea of experiential learning was not really discussed by the ACYP staff, nor was outdoor education seen to provide a healthy alternative to other forms of de ia t risk taking behaviour.…”