Techniques of experiential learning have grown rapidly in number and f acceptance in the last twenty-five years due to a number o factors, most notably: The sputnik-inspired education boom that brought Piagetâs work on cognitive development into wide usage 0 The field of organization developmentâs adaptation o unsmcf tured sensitivity training groups into more structured experiential adult learning programs The demographically and technologically fueled transition from a youth-oriented to an adult-oriented education market 0 The advent of computers, communication, and video technology, which offer networking, interaction, and simulation capabilities that form the technological base for development of highly sophisticated experiential learning systems. The âproblemâ these techniques solve so well is the unclosed loop in the traditional educational process-the personalization of knowledge. L H. Lewis, (Ed.). Expnimtiol and Sirnuloria Techiqucs for T c h n Adults. rvig New Directions for Continuing Education. no.SO. San Fandsm: J ~ h s 6June 1986. , These methods help to seal the bond between the learner and the learned in two ways: First, by encouraging reflection on the meaning of abstract concepts in the light of shared personal experiences, the techniques allow concepts to become ârealâ; that is, learners find examples and applications
New Directions for Adult & Continuing Education – Wiley
Published: Jun 1, 1986
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