Experiential Learning: A Handbook for Education, Training and Coaching

343 Pages·2013·4.98 MB·English

by  Colin Beard

Experiential
Learning
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THIRD EDITION
Experiential
Learning
A handbook for
education, training
and coaching
Colin Beard
John P Wilson
KoganPage
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Publisher’s note
Every possible effort has been made to ensure that the information contained in this
book is accurate at the time of going to press, and the publishers and authors cannot
accept responsibility for any errors or omissions, however caused. No responsibility for
loss or damage occasioned to any person acting, or refraining from action, as a result of
the material in this publication can be accepted by the editor, the publisher or any of the
authors.
First published in Great Britain and the United States in 2002 by Kogan Page Limited entitled
The Power of Experiential Learning
Second edition 2006 entitled Experiential Learning
Third edition 2013
Apart from any fair dealing for the purposes of research or private study, or criticism or review,
as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be
reproduced, stored or transmitted, in any form or by any means, with the prior permission in
writing of the publishers, or in the case of reprographic reproduction in accordance with the terms
and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be
sent to the publishers at the undermentioned addresses:
120 Pentonville Road 1518 Walnut Street, Suite 1100 4737/23 Ansari Road
London N1 9JN Philadelphia PA 19102 Daryaganj
United Kingdom USA New Delhi 110002
India
www.koganpage.com
© Colin Beard and John P Wilson
The right of Colin Beard and John P Wilson to be identifi ed as the authors of this work has been
asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
ISBN 978 0 7494 6765 4
E-ISBN 978 0 7494 6766 1
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Beard, Colin (Colin M.)
Experiential learning : a handbook for education, training and coaching / Colin Beard, John P.
Wilson. – Third edition.
pages cm
Includes bibliographical references and index.
ISBN 978-0-7494-6765-4 – ISBN 978-0-7494-6766-1 (eISBN) 1. Experiential learning–Handbooks,
manuals, etc. 2. Active learning–Handbooks, manuals, etc. 3. Employees–Training of–
Handbooks, manuals, etc. I. Wilson, John P. (John Peter), 1955 Aug. 11- II. Title.
BF318.5.B43 2013
153.1’52–dc23
2013011418
Typeset by AMNET
Printed and bound in India by Replika Press Pvt Ltd
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CONTENTS
PART ONE Experiential learning: foundations
and fundamentals 1
01 Unlocking powerful learning – a new model 3
Introduction 3
The tumblers: representing the core dimensions of learning 8
An overview of the chapters 11
Conclusion 16
02 Exploring experiential learning 17
Introduction 17
Learning and experiential learning are ‘slippery’ concepts 21
Experience and learning 23
Defi ning experiential learning 24
Experience: a bridging concept 26
Do we always learn from experience? 28
Learning is personal 29
Painful learning 34
Detrimental experiential learning 34
Learning from mistakes 36
Formal versus experiential learning 37
The lineage of experiential learning 39
Experience and learning styles 42
A chronology of experiential learning 44
Challenging the concept of experiential learning 47
Conclusion 51
03 Coaching and facilitation, good practice and ethics 53
Introduction 53
A booming business? 54
The deliverers 54
Experiential provider roles 55
Intruding complicators or enabling animateurs 58
Dysfunctional learning 59
Intervening 60
Coaching and facilitating: developing wisdom 61
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vi Contents
Coaching for learning and development 63
The benefi ts of coaching 64
Coaching or mentoring? 64
The qualities of a coach 65
The roles of the coach 66
Stages in the coaching process 66
Challenging targets 68
Life coaching 71
Facilitation: setting the climate and conditions 73
Ground rules and values 73
Reviewing self-practice 75
Ethical behaviour 77
A question of balance 81
Emotional engineering 83
Ethical models 84
Codes of practice 85
Professional bodies and the professional codes of practice 86
Good practice: the environment 89
Conclusion 90
PART TWO The learning combination
lock model 91
04 Learning environments: spaces and places 93
(The belonging dimension)
Introduction 93
Indoor learning: the new classroom 97
Outdoor learning 101
Disappearing boundaries: indoor–outdoor, natural–artifi cial 103
Reaching out: learning in city space 105
Artifi cially created learning spaces 108
Pedagogy and personal development 110
Empathetic strategies and the outdoor therapeutic ‘effect’ 114
Outdoor environments: therapeutic experiential learning 116
Sustainable learning environments 118
Conclusion 121
05 Experiential learning activities 123
(The doing dimension)
Introduction 123
The changing milieu 125
Adventure learning 126
Planned or unplanned experiences? 127
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Contents vii
Dramaturgy 128
Innovation, activities, resources and objects – a simple
experiential typology 129
Adventurous journeys 131
Expeditions 133
Sequencing learning activities 135
Mind and body 136
Rules and obstacles 138
Constructing and deconstructing 139
Telling the story – using physical objects 140
Learning activities – exploring reality 141
What is a real experience? 141
Fantasy 147
Play and reality 149
Suspending reality: drama and role-playing 151
Metaphors and storytelling 154
Management development and cartoons 157
Using photographic images and computer software 159
Refl ections on reality – reading and writing 160
Rafts and planks… or real projects? 161
Doing and reviewing 162
Conclusion 163
06 Sensory experience and sensory intelligence (SI) 165
(The sensing dimension)
Introduction 165
Amplifi cation and habituation 166
So what is sensory intelligence? 168
Language and the human sensorial experience 170
Interpreting and misinterpreting words 174
Going ‘Away’: outdoor sensory awakening experiences 175
The senses in higher education teaching 178
Sensory stimulation in learning and therapy 181
Sensory stimulation, emotions and mood 182
Nature-guided therapy 183
Inner sensory work: presence and anchoring 185
Conclusion 186
07 Experience and emotions 189
(The feeling dimension)
Introduction 189
Fast thinking 190
Communicating with feeling 192
Emotion and experiential learning 195
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viii Contents
The power of the emotional state 198
Emotional waves 199
Experiencing emotional calm 200
Flow learning 202
Experience, learning and ‘identity’ 204
Practical ways to access feelings 206
The emotional climate – mood setting and relaxed alertness 207
Overcoming fear 208
Mapping and accessing emotions 211
Using trilogies in emotional work 213
Using humour and other positive emotions 216
Accessing emotions through popular metaphors 217
Conclusion 222
08 Experience, knowing and intelligence 223
(The knowing dimension)
Introduction 223
Thinking with the body and thinking with feeling 225
The organizing mind: patterns and creative thinking 226
What is intelligence? 228
The many forms of intelligence 231
Neglected forms of intelligence 234
Sensory intelligence – SI 234
Emotional intelligence – EQ 235
Spiritual intelligence – SQ 238
Naturalistic intelligence – NQ 241
The creative intelligence – CQ 244
Wisdom 249
Conclusion 250
09 Experience, learning and change 251
(The being dimension)
Introduction 251
Learning and change 253
Theories of learning: theories of change! 254
The development of refl ective practice 255
Using problems and challenges 258
Refl ection-in-action and refl ection-on-action 259
Single and double loop learning 260
Encouraging conditions for refl ection 262
The danger of formal education and training 263
Critical refl ection 264
Action learning 264
The action learning set 268
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Contents ix
Timing and duration of learning sets 270
Problems and action learning 271
Strategies for learning and change 272
Being and presence 274
Conclusion 275
PART THREE Experiential learning
and the future 277
10 Imagining and experiencing the future 279
Introduction 279
Refl ecting on the future 282
Imagination 284
Imagination versus action 286
Mental fi tness for the future 287
Imagining the future 288
The value of problems 290
Imaginative strategies 292
Imagination and the child 297
Conclusion 299
References 301
Index 321
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