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Hi outres, I wonder what is the future of linear process models in outdoor learning? [Linear process model: whether the line is in the form of a cycle, spiral, wave or flow chart, the line traces the sequence in which learning happens.] Prof Phil Race wrote: "Any model based on a cycle won't do". His alternative was his Ripples on a Pond model in which all factors are involved at the same time. But James' criticism would also apply to Race's model: if you can take out one ripple and learning is still taking place, then that ripple is an optional extra is not an essential part of the model. Boud and Schön (also Kelly) have pointed out how reflection is not simply something you do after the experience, but also before it and during it. So why do we keep pushing sequential models that place reflection only as an event that follows an experience? To do so distracts attention from the value of reflecting at any time throughout OAE. And there is an equally valid parallel/complementary argument that I have long been promoting which is that reflection is itself a significant experience and that paying attention to the quality of the experience (reflective or active) is important throughout OAE. Linear process models imply that experience happens at only one stage in the sequence and does not happen while passing through subsequent stages until you reach the next experience. Is it not possible that experience and reflection can be simultaneous and intense, and that using models that break down holistic processes into component sequential stages serves very little purpose - while destroying the power of OAE as a form of holistic learning? Does anyone else share these concerns or know of articles, books or forums where there is an interest in seeking and developing alternative ways of modelling holistic forms of education? Roger Roger Greenaway Reviewing Skills Training <http://reviewing.co.uk>