Experiential Learning: A Handbook for Education, Training and Coaching

pt. ONE Experiential learning: foundations and fundamentals 01.Unlocking powerful learning - a new model Introduction The tumblers: representing the core dimensions of learning An overview of the chapters Conclusion 02.Exploring experiential learning Learning and experiential learning are `slippery' concepts Experience and learning Defining experiential learning Experience: a bridging concept Do we always learn from experience? Learning is personal Painful learning Detrimental experiential learning Learning from mistakes Formal versus experiential learning The lineage of experiential learning Experience and learning styles A chronology of experiential learning Challenging the concept of experiential learning 03.Coaching and facilitation, good practice and ethics A booming business? The deliverers Experiential provider roles Contents note continued: Intruding complicators or enabling animateurs Dysfunctional learning Intervening Coaching and facilitating: developing wisdom Coaching for learning and development The benefits of coaching Coaching or mentoring? The qualities of a coach The roles of the coach Stages in the coaching process Challenging targets Life coaching Facilitation: setting the climate and conditions Ground rules and values Reviewing self-practice Ethical behaviour A question of balance Emotional engineering Ethical models Codes of practice Professional bodies and the professional codes of practice Good practice: the environment pt. TWO The learning combination lock model 04.Learning environments: spaces and places (The belonging dimension) Indoor learning: the new classroom Outdoor learning Disappearing boundaries: indoor -outdoor, natural -artificial Contents note continued: Reaching out: learning in city space Artificially created learning spaces Pedagogy and personal development Empathetic strategies and the outdoor therapeutic `effect' Outdoor environments: therapeutic experiential learning Sustainable learning environments 05.Experiential learning activities (The doing dimension) The changing milieu Adventure learning Planned or unplanned experiences? Dramaturgy Innovation, activities, resources and objects - a simple experiential typology Adventurous journeys Expeditions Sequencing learning activities Mind and body Rules and obstacles Constructing and deconstructing Telling the story - using physical objects Learning activities - exploring reality What is a real experience? Fantasy Play and reality Suspending reality: drama and role-playing Metaphors and storytelling Management development and cartoons Contents note continued: Using photographic images and computer software Reflections on reality - reading and writing Rafts and planks...or real projects? Doing and reviewing 06.Sensory experience and sensory intelligence (SI) (The sensing dimension) Amplification and habituation So what is sensory intelligence? Language and the human sensorial experience Interpreting and misinterpreting words Going `Away': outdoor sensory awakening experiences The senses in higher education teaching Sensory stimulation in learning and therapy Sensory stimulation, emotions and mood Nature-guided therapy Inner sensory work: presence and anchoring 07.Experience and emotions (The feeling dimension) Fast thinking Communicating with feeling Emotion and experiential learning The power of the emotional state Emotional waves Experiencing emotional calm Flow learning Contents note continued: Experience, learning and `identity' Practical ways to access feelings The emotional climate - mood setting and relaxed alertness Overcoming fear Mapping and accessing emotions Using trilogies in emotional work Using humour and other positive emotions Accessing emotions through popular metaphors 08.Experience, knowing and intelligence (The knowing dimension) Thinking with the body and thinking with feeling The organizing mind: patterns and creative thinking What is intelligence? The many forms of intelligence Neglected forms of intelligence Sensory intelligence - SI Emotional intelligence - EQ Spiritual intelligence - SQ Naturalistic intelligence - NQ The creative intelligence - CQ Wisdom 09.Experience, learning and change (The being dimension) Learning and change Theories of learning: theories of change! Contents note continued: The development of reflective practice Using problems and challenges Reflection-in-action and reflection-on-action Single and double loop learning Encouraging conditions for reflection The danger of formal education and training Critical reflection Action learning The action learning set Timing and duration of learning sets Problems and action learning Strategies for learning and change Being and presence pt. THREE Experiential learning and the future 10.Imagining and experiencing the future Reflecting on the future Imagination Imagination versus action Mental fitness for the future Imagining the future The value of problems Imaginative strategies Imagination and the child Conclusion.