Recognising and exploring action-theories: A reflection-in-action approach to facilitating experiential learning |
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Authors: | Johan Hovelynck |
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Institution: | University Leuven , Belgium |
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Abstract: | Abstract Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy. |
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Keywords: | Action Theory Facilitation Reflection Espoused Theory Experiential Learning |
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