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Title: Beyond four walls : lessons from the experiential education movement
Author: Paul, Joanna K.
ISNI:       0000 0004 2701 1869
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2006
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The purpose of this case study is to investigate the lessons that mainstream public education can learn from the field of experiential education. This study examines two cases of integrated experiential education with particular reference to the ways that these practices meet the educational needs in mainstream education. A range of literature will be considered from the Education for Sustainability Movement, Future Studies, and Environmental Education. Their suggestions for changes in the mainstream public school system are explored along with their potential to better meet the needs of the high modernity. The adoption of a new pedagogy and value system to be employed by teachers in schools will be suggested in light of these needs. Experiential education is considered as this pedagogy and its practices are investigated at two learning institutions using the case study method. The central research question explores how experiential education is interpreted in these particular cases, and what can mainstream practice learn from them. The case studies were conducted at The Eagle Rock School in Colorado, USA and the Tihoi Venture School in Taupo, New Zealand. Each school has an integrated experiential component to their curriculum and programming and was chosen for its unique display of experiential learning activities in both outdoor and formal classroom settings. This exploration of practice through observations and interviews offers insight to the methods and techniques used in the field of experiential education, as well as the values that guide this practice. Best practices in integrated experiential education programs are illustrated and strategies that can be transferred to the mainstream classroom are extrapolated. A new set of skills for teachers and students are discussed and applications to the future are anticipated. Finally, the study makes recommendations for practices that can transfer to a mainstream public school setting, and suggests methods that will enable mainstream public school teachers to help students meet the challenges of the future in the individual, social and environmental arenas.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available