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How Experiential Education Can Contribute to a Balanced Emotional and Social
Development of All Children and Youth
A Theory Map for Enriching the University Students´ Learning Experience
Joachim Broecher, Regina Künzler-Knufinke, Julia M. Siebert, Anette Steimann
University of Flensburg, Flensburg Germany
Department for the Education of Children and Youth with Emotional, Social, and Behavioral Difficulties
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What Experiential Education is and why it is so important for a balanced
emotional and social development of children and youth is explained very
clearly on the website of the Association for Experiential Education (AEE).
AEE is the leading international association for Experiential Education,
Outdoor– and Adventure Education, Adventure Therapy, Wilderness Thera-
py etc.
Experiential Education is defined by AEE like this: „Challenge and Experi-
ence followed by Reflection leading to Learning and Growth.“
This definition is spelled out by the following descriptions and explana-
tions:
„Experiential education is a philosophy that informs many methodologies
in which educators purposefully engage with learners in direct experience
and focused reflection in order to increase knowledge, develop skills, cla-
rify values, and develop people's capacity to contribute to their communi-
ties.“
The core principles of Experiential Education are the following:
„Experiential learning occurs when carefully chosen experiences are sup-
ported by reflection, critical analysis and synthesis.
Experiences are structured to require the learner to take initiative, make de-
cisions and be accountable for results.
Throughout the experiential learning process, the learner is actively enga-
ged in posing questions, investigating, experimenting, being curious, sol-
ving 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 experi-
ence and learning.
Relationships are developed and nurtured: learner to self, learner to others
and learner to the world at large.
The educator and learner may experience success, failure, adventure, risk-
taking and uncertainty, because the outcomes of experience cannot totally
be predicted.
Opportunities are nurtured for learners and educators to explore and exami-
ne their own values.
The educator's primary roles include setting suitable experiences, posing
problems, setting boundaries, supporting learners, insuring physical and
emotional safety, and facilitating the learning process.
The educator recognizes and encourages spontaneous opportunities for lear-
ning.
Educators strive to be aware of their biases, judgments and pre-conceptions,
and how these influence the learner.
The design of the learning experience includes the possibility to learn from
natural consequences, mistakes and successes“ (Website, AEE).
Yellowstone National Park, Wyoming, Photo: J.B.
