Sourcebook of Experiential Education: Key Thinkers and Their by Thomas E. Smith, Clifford E. Knapp

By Thomas E. Smith, Clifford E. Knapp

Experiential schooling is a philosophy and technique for development wisdom, constructing talents, and clarifying values by means of enticing newcomers in direct adventure and concentrated mirrored image. to appreciate experiential schooling, what should still one be examining? This sourcebook introduces philosophers, educators, and different practitioners whose paintings is proper to an individual looking solutions to this question. Following short snapshots of John Dewey and Kurt Hahn, the booklet is equipped in 4 sections:

  • Philosophers and academic Theorists
  • Nature Educators and open air Educators
  • Psychologists and Sociologists
  • School and application Founders.

Each bankruptcy makes a speciality of somebody whose philosophy and perform exemplify a biographical and ancient version for attaining a deeper figuring out of experiential schooling. An appendix comprises brief biographical sketches of forty-five extra humans whose contributions to experiential schooling deserve a more in-depth glance. This quantity offers a much-needed evaluation and foundations for the field – for college kids in classes addressing experiential schooling, problem schooling, outdoors experiential schooling, activity schooling, and comparable fields; for studying theorists and curriculum experts; for experiential educators; and for academic philosophers.

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Rousseau, J. (1984). On the origins of inequality (M. ). London: Penguin. Rousseau, J. (1991a). Emile or on education (A. Bloom. ). New York: Basic Books. Rousseau, J. (1991b). Emile for today: The Emile of Jean Jacques Rousseau: Selections by (W. Boyd. Trans. ). New York: Teachers College, Columbia University Press. Silber, K. (1965). ). London: Routledge & Kegan-Paul. , & Smith, J. K. (1994). ). New York: St. Martins Press. Soetard, M. (1994). Johan Henrich Pestalozzi. Prospects: The Quarterly Review of Comparative Education, 24(1) 297–310.

77a). We highlight virtue because ethics and values were a significant motivation in the inception of outdoor education in the 20th century. For example, Outward Bound, drawing its inspiration from William James’ “Moral Equivalent of War” (1949, pp. 311–328) was interested less in skills development and more in moral formation (Hunt, 1996, p. 15). This is captured grammatically in Lawrence Holt’s comment about sailing training at Aberdovey, the first Outward Bound School in Wales, which he said must be less about training for the sea than through the sea (Miner & Boldt, 1981, p.

Growing up absurd. New York: Random House. Gutek, G. (1999). Pestalozzi and education. New York: Waveland. Illich, I. (1971). Deschooling society. New York: Harper & Row. Kilpatrick, W. (1951). Preface. In J. Pestalozzi, The education of man—Aphorisms (pp. ix–xii). New York: Philosophical Library. , & Cooper, D. (2001). Fifty key thinkers in education: From Confucius to Dewey. New York: Routledge. Pestalozzi, J. (1973). How Gertrude teaches her children. New York: Gordon. Rousseau, J. (1956). The Emile of Jean Jacques Rousseau: Selected, translated and interpreted by William Boyd.

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