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Principles
ESD&GC pedagogy is skills based rather than content
based, it is about “providing experiences of being
able to make a difference through action, developing skills
of enquiry, participation and reflection” (Action Aid
2003).
A number of principles underpin the teaching and learning
of, and for, ESD&GC. It is experiential,
holistic, participative
and reflective . It involves the development
of enquiry/ thinking skills , and is concerned
with attitudes and values education.
These principles underpin the many activities and resources
for teaching and learning ESD&GC that are available for
use within and outside the classroom. (see
Sample Activities
and useful links).
Teaching and Learning Principles
Model
Experiential
Learning through doing, actively taking part in the
process of learning through engaging with and reflecting
on experience. |
Holistic
All senses are often engaged e.g. cognitive (knowledge,
understanding and enquiry skills), and affective (personal,
social and emotional). |
Reflective:
"Returning to experience; attending to feelings;
and evaluating experience” (Jeffs and Smith 1999,
Informal Education, Derbyshire: Education Now). The experience
therefore becomes a learning opportunity where new skills,
knowledge, understanding, values and attitudes can be
facilitated and transferred. |
Attitudes
and Values
In Educating for ESD&GC attitudes
and values are central. People’s attitudes to the
knowledge they have acquired and the issues they are discussing
often determine the way they behave; our attitudes derive
from personal values. |
Participative
People are “encouraged to actively take part, and
are encouraged to share responsibility and become equal
partners, fundamental to the learning process and decision
making structures which affect their own and other people’s
lives and environments” (Wales Youth Agency 2002).
Helping to “equip people to participate in decision
making, both locally and globally, which promotes a more
equitable and sustainable world” (ACCAC, 2002). |
Development
of enquiry skills / thinking skills
'Thinking
skills' and related terms are used to indicate a teaching
approach which emphasizes the processes of thinking and
learning that can be used in a range of contexts. A range
of thinking skills are: information-processing, reasoning,
enquiry, creative thinking and evaluation (DfES 2004,
www.standards.dfes.gov.uk/thinkingskills/). |
Some examples of attitudes and values incorporated in the
Personal and Social Education Framework are as follows:
• self-respect
• respect and consideration for others
• equality of opportunity and acceptance of others regardless
of race, religion, gender, sexuality, age
or disability
• concern for fairness and justice
• independence of mind
• responsibility
• willingness to cooperate
• sensitivity to the environment
• the pursuit of truth.
(ACCAC 2000, www.accac.org.uk/uploads/documents/695.pdf).
Experiential Education
An approach that draws many of the underpinning principles
together for teaching and learning of and for ESD&GC is
an experiential approach to learning.
What is Experiential Education?
A definition of Experiential Education by the Association
of Experiential Education) is as follows : www.aee2.org/customer/pages.php?pageid=47:
Experiential education is a philosophy and methodology
in which educators purposefully engage with learners in direct
experience and focused reflection in order to increase knowledge,
develop skills, and clarify values.
The principles (1) of experiential education practice
are:
- Experiential learning occurs when carefully chosen
experiences are supported by reflection, critical analysis,
and synthesis.
- Experiences are structured to require the learner
(2) to take initiative, make decisions, and be accountable
for the results.
- Throughout the experiential learning process, the
learner is actively engaged in posing questions, investigating,
experimenting, being curious, solving problems, assuming
responsibility, being creative, and constructing meaning.
- Learners are engaged intellectually, emotionally,
socially, soulfully, and/or physically. This involvement
produces a perception that the learning task is authentic.
- The results of the learning are personal and form
the basis for future experience and learning.
- Relationships are developed and nurtured: learner
to self, learner to others, and learner to the world at
large.
- The educator (3) and learner may experience success,
failure, adventure, risk-taking, and uncertainty, since
the outcomes of experience cannot be totally predicted.
- Opportunities are nurtured for learners and educators
to explore and examine their own values.
- The educator's primary roles include setting suitable
experiences, posing problems, setting boundaries, supporting
learners, ensuring physical and emotional safety, and facilitating
the learning process.
- The educator recognises and encourages spontaneous
opportunities for learning.
- Educators strive to be aware of their biases, judgments,
and pre-conceptions and how they influence the learner
- The design of the learning experience includes the
possibility to learn from natural consequences, mistakes,
and successes.
(1) The priority or order in which each professional
places these principles may vary.
(2) There is no single term that encompasses all the
roles of the professional within experiential education. Therefore,
the term "learner" is meant to include student,
client, trainee, participant, etc.
(3) There is no single term that encompasses all the
roles of the professional within experiential education. Therefore,
the term "educator" is meant to include therapist,
facilitator, teacher, trainer, practitioner, counsellor, etc."
Experiential Learning Models
There are a number of models of experiential learning. The
most common is from Kolb’s and Lewin’s model (
David Kolb, 1984. Experiential Learning, Englewood
Cliffs: Prentice Hall).
Experiential learning (after Lewin and Kolb in Jeffs and
Smith, 1999. Informal Education, Derbyshire: Education Now).
[1] An experience is engaged in, or a problem identified
to be solved.
[2] The experience / problem solving activity is reflected
upon, what learning is gained from this experience.
[3] The learning gained from the experience becomes part
of our knowledge and understanding, helps to form or question
our values and attitudes and or personal, social, emotional
skills development.
[4] New levels of experience are tested in other situations,
the process then begins again,
and the learning cycle is thus,
a continuous process of learning.
A simplified model that can be used to explain the process
is an adaptation of Kolb’s experiential learning cycle.
Experiential Education Websites
Institute for Outdoor Learning UK
www.outdoor-learning.org/
Experiential Learning on the Web
www.reviewing.co.uk/research/experiential.learning.htm
Infed: The Informal Education Homepage UK
www.infed.org/biblio/b-explrn.htm
European Institute for Outdoor Adventure Education and
Experiential Learning
www.eoe-network.org/home.htm
Learning from Experience - David Kolb's site
www.learningfrom
experience.com
Association for Experiential Education - USA
www.aee.org/
Community Development Resource Association (CDRA) - South
Africa
www.cdra.org.za/
Experiential Education and Adventure-Based Learning -
Germany
www.erlebnispaedagogik.de
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