Learning through experience: Troubling assumptions and intersecting questions

Citation

Fenwick T (2003) Learning through experience: Troubling assumptions and intersecting questions. The Professional Practices in Adult Education and Lifelong Learning Series. Malabar, FL, USA: Krieger Publishing. http://www.krieger-publishing.com/Titles/EthruG/STACKeeFF/stackeeff_30.html

Abstract
Experiential learning is perhaps the most significant focus today for educators in the workplace, in communities, in literacy education, as well as in colleges and universities. Working from five perspectives of learning, the author examines their contributions to critiques and debates, suggested roles for adult educators, approaches to educational practice, and recent research in experiential learning. She discusses the nature of the intersection between individuals, situations, social relationships, and knowing; and asks, Where educators have an ethical role to play in experiential learning, what purposes and approaches should guide this role? For educators seeking explanations of various theoretical perspectives and current research in experiential learning, this book provides a solid introduction. For those interested in critique, the book also illustrates the oversights embedded in different experiential learning approaches. And for those who want examples, the book presents sample strategies and examples of practice.

Notes
Winner of the 2004 Houle Award for Outstanding Contribution to Adult Education Research, American Association for Adult & Continuing Education.

People

Professor Tara Fenwick

Emeritus Professor, Education