Hi outres participants,
John (9th Sept) quotes Dewey's distinctions between different kinds of
experience. Such attention to 'experience' seem to be a million miles
away from how the term 'experience' is handled in the AEE definition of
EE in a document referred to by Jayson in his 'end of an era' article for
the AEE Journal (referred to by Jayson on 4th Sept). This document was
described by AEE as the 'official' AEE DEFINITION OF EXPERIENTIAL
EDUCATION (2005).
From the 13 bullet points that comprise the definition, here are four
phrases mentioning 'experience' that stand out for me:
- ... carefully chosen experiences ...
- ... experiences are structured ...
- ... setting suitable experiences ...
- ... design of the learning experience ...
In this official view of AEE (2005) I learn that experiences are
designed, set, structured and chosen (carefully). It looks
very much as if it is the educator who is doing the designing,
setting, structuring and careful choosing. But even if it were possible
(in the terms of this 'official definition') for learners
to design, set, structure and choose the experiences, I find it
curious that experience is understood to be something that can be
managed and manipulated in such ways - whether by educators or by
participants.
I cannot think of a situation in which I can 'carefully choose' an
experience for myself, let alone for someone else. 'Carefully choosing'
also seems worlds apart from 'adventuring into the unknown'.
This official definition of EE does not sound like the home of discovery
learning, adventure education or student-centred learning. The impression
is that the educator carefully chooses what the students will do and
designs what students will experience. Other parts of the official
definition do take a different tone: it is slightly reassuring to find
that the learner 'may' (among other possibilities) 'experience ...
adventure'.
It is possible that there are 'simply' different usages of the term
'experience' in different English-speaking countries. For example, the
four phrases that stood out for me would stand out a little less if the
word 'activity' were substituted for 'experience', as follows:
- ... carefully chosen activities ...
- ... activities are structured ...
- ... setting suitable activities ...
- ... design of the learning activity...
These amended phrases come across as a bit less manipulative and a
little more plausible and practical. But this still seems to leave a lot
of power and control in the hands of the educator. (Where and how does
empowerment fit in?) This official definition gives me the impression
that educators are in total control of the activities (if that is,
indeed, what is meant by 'experiences') but that learners are in total
control of 'constructing knowledge' and 'constructing meaning'. Or are
they?
To take another example from the AEE definition:
'the outcomes of experience cannot be totally
predicted'. Does this translate into UK English
as 'the experience of an activity
cannot be totally predicted'? I could just about go along with
that. The AEE version ('the outcomes of experience
cannot be totally predicted') implies that experience (as well as
being 'carefully chosen') can be totally predicted - but the
outcomes can't. But why this interest in 'total prediction' in the world
of education, especially on the experiential (and possibly adventurous)
edges of this world?
I'd be interested to hear if anyone has insights into these potentially
different definitions and usages of 'experience' - especially as it is
such a central term in OAE and EE.
always curious,
Roger
Footnote. In 2010, the 2005 document looks much the same except in
the title which is now 'the principles of experiential practice' (rather
than being presented as the official definition):
http://www.aee.org/about/whatIsEE
Roger Greenaway
Reviewing Skills Training
<
http://reviewing.co.uk>
