#Experiential Education

[bananana-boat]

Dewy and the Tao

In recent readings I’ve found a connection I’d like to remember here.

While reading my way through the Tao Te Ching, a surprisingly enlightening and frustrating experience that I should cover in depth in some other post, I just finished verse 21 when I was reminded of something. The verse goes as follows, translation by Ralph Alan Dale-

The Great Integrity (Tao) is a paradox.

It is inherent in the universe,

yet its form is so illusive.

It is the Vital Essence of every entity,

yet nothing announces its essential character.

The Great Integrity was apparent

before time, space and matter appeared to separate.

How can we re-mind and re-infuse ourselves

with this very touchstone of all essentialities and connections?

By re-fusing time, space and matter

with the spiritualization of our materiality,

and with the materialization of our spirituality.

Then, when our dualities and numeralities

become blurred and forgotten,

the Great Integrity will re-emerge in forms

of such incredible depths and dimensions of enlightenment,

precisely because our temporary fragmentary consciousness

created a multi-millennial amnesia.

The last stanza is what I want to focus on here. In class the other day, my professor assigned a reading by Steven Simpson titled "Dewy, Democracy, and Experiential Education," a short writing in which Simpson introduces John Dewey, the late American philosopher, psychologist, and educational reformer. One paragraph in particular addresses Dewey's views on individualism, which I'll summarize here.

John Dewey lived during the turn of the 20th century, when the kickoff of industrialization resulted in many folks leaving their quaint, independent lives in the country to pursue factory jobs in big(ger) cities. By and large, these jobs were boring, repetitive, soul-sucking tasks, and the only benefit of the situation was the consistent paycheck. Simpson writes, "Dewey saw this transition in the American lifestyle as a threat to democracy. The combined impacts of urbanization, industrialization, corporatization, and government focused economic development were chipping away at the democratic ideal." He then goes on to say that this describes what Dewey coined as the lost individual, "the confused and bewildered people who recognized an attack upon democracy and individual freedom, but had no idea what to do about it."

Here we can draw a line, albeit one that's a little shaky, between Dewey's beliefs surrounding the lost, no longer democratic or independent individual and Lao Tzu's understanding of the forgotten (or maybe misunderstood/misplaced) Tao. Maybe there are more connections between these ideologies?

Tzu, Lao. Tao Te Ching. Translated by Ralph Alan Dale, Barnes & Noble, 2004, p. 43.

Simpson, Steven . “Dewey, Democracy, and Experiential Education.” Association of Outdoor Recreation & Education Conference Proceedings. Accessed 19 Feb. 2024.

[gravitascivics]

JUDGING CRITICAL THEORY, XV

[Note: This posting is subject to further editing.]

This blog, as a parting observation in the last posting, pointed out that critical theory has developed into two schools of thought.  The one is reconstructionism and the other is reconceptualization. [1]  Both share certain ideas and claims, but they do vary enough to be considered separately. This posting will address reconstructionism and the next will describe reconceptualization.

         Some credit John Dewey with the founding of reconstructionism and its heyday was during the 1930s – years that coincided with the Great Depression.  As it applied to education – which was Dewey’s main concern – it was/is based on the belief that learning should mostly emanate from one’s experiences.  Further, those recollections of experiences should be reorganized – that is, reconstructed – so that they provide students with added meaning and direction in facing current conditions and subsequent experiences.

         Paulo Freire, whose work was just reviewed in this blog, illustrates how this prescription can be implemented through school instruction.  That would be one approach, but as one reviews how this school of thought has been considered by others, there has been various approaches derived from reconstructionist ideas.  There are those who promote social reforms.  And these other efforts are targeted at those conditions that have rendered the working class being exploited by oppressive conditions.  Low wages, long oppressive hours, unsafe working conditions, child labor were among the conditions they would strive to change in the 1930s and beyond.

         There were those among the reconstructionist groups who encouraged teachers to work in organizing others to join socialist or communist labor movements.  They tended to argue that teachers should teach their students what they deemed to be the follies of capitalism.  And there were those who pushed for teachers to do all these roles, but they added that such actions, even in the days of hostile labor strikes and demonstrations, should be performed without resorting to violence – they believed it was not necessary.[2]

         The overall educational aim was to enhance the ability of students to change themselves so as to allow them to generate the insights necessary to understand their conditions – as being oppressed – and be motivated to work toward the transformation of society.  National figures leading this movement included George Counts and Harold Rugg. They expressed the belief that education could and should be a medium by which to create and promote a new social order.

         The curriculum for which they advocated conceived of education as a force to institute a new spirit for education, one that could be applied to the whole curriculum.  Yes, that curriculum would still teach the basics – reading, writing, math – and the academic disciplines – in the social studies that would be history, government, geography, economics – but to present them in such a way that it would promote this new social order.  In so doing, it would be characterized by a social/communal, as opposed to an individualist, focus.  That is, it would emphasize cooperation, not competition.

         Inherent with such an approach is its ideal vision of society.  That would be an organic (interdependent) view that calls for an interdisciplinary mode of research.  It would disfavor epistemology based on specialization that one associates with positivist/scientific studies that schools generally teach even today.  That is, in seeking reconstruction, one puts aside the use of detached disciplines – which the advocates of the natural rights view favor – and apply multidisciplinary lessons.

But what should be pursued should be done within the context of self-actualization or a proactive effort to have students discover who they really are.  What prevails, though, is something else, i.e., a younger generation – not exclusive to today’s youth – that is overly influenced by cultural and other forces – encapsulated in the prevailing discourses of the day and that affect them at subconscious levels.  Consider today the force of pop culture.[3]  

And added to that general aim in content is the utilization of instructional processes critical pedagogues call praxis.[4]  That praxis should be conducted through sensitivity and penetrating criticism where students actively evaluate what they experience.  And one can add that in relation to social studies – particularly civics – this approach, even if one does not ascribe to it, does offer a good deal of useful ideas.  

Advocates argue that the nation could stand for a good dose of “social self-realization” that could be assisted by adopting various instructional suggestions from the critical approach.  Yet, this school of thought did not enjoy much currency in the US in the thirties or since.  There was the adoption of texts written by Harold Rugg back in those years, but they ran into controversy during the fifties and were removed.

Why were they removed?  Business groups found them offensive.  This blogger can share a bit of firsthand information on this score.  No, he did not teach in the fifties but does have a copy of one of those books – America’s March toward Democracy – and judges it to be fairly mainstream.  As evidence, here is a passage taken from the beginnings of the book:

 ...[F]or at least two centuries and a half [before the Revolution] there was a more widespread spirit of individual liberty in America than in the Old World of Europe and Asia. By that we mean that the Americans were much freer to live and work as they pleased. The chief factor introducing this spirit was the frontier. … On the frontier men and women were forced to depend upon themselves for their living. There was no one else to rely upon for help. … We say that there grew up a spirit of self-reliance, of initiative, of democracy. And this frontier spirit of individual liberty played a most fit important part in changing the American government to the needs of the changing American civilization.[5]

 A passage resembling the Communist Manifesto?  Not really.

         It reminds this blogger of the natural rights construct which guides what is taught in history and civics classes today. In the introduction to the book, Rugg does claim that the text aims to encourage problem-solving activities, and a review of its content – way short of reading every page – this blogger does not find any open-ended problems students are called upon to solve.

         Reconstructionism’s advocates on college campuses during the ensuing years did verge on being radicals – at least some of them.  During the Cold War – especially during the “McCarthyism years” – they were actively hassled and subject to various punishments by the authorities – denial of tenure, FBI investigations, criminal prosecutions, etc.[6]  

More recently, while more success has been experienced by reconceptualization followers, one can find reconstructionist ideas filtering onto published works in professional journals – at least in terms of the topics being addressed.  And with this noting of reconceptualization, the other school of thought, this blogger brings this posting to an end and points out that that school of thought will be the topic of the next posting.

[1] William H. Schubert, Curriculum: Perspective, Paradigm, and Possibility (New York, NY: MacMillan Publishing Company, 1986). Most of the descriptive comments in this and the next posting rely heavily on ideas presented by Schubert.

[2] See Progressive Education and Social Reconstruction, Encyclopedia.com. Website: http://www.encyclopedia.com/doc/1/g2-3468301130.htlm .

[3] “Popular Culture,” Central Community College (n.d.), accessed May 3, 2023, https://libguides.cccneb.edu/popculture#:~:text=As%20the%20name%20implies%2C%20popular,conduct%20themselves%20and%20so%20on.

[4] See “Judging Critical Theory, VII,” Gravitas:  A Voice for Civics, April, 7, 2023.

[5] Harold Rugg, America's March Toward Democracy (Boston, MA: Ginn and Company, 1937), 8-9.

[6] Ellen Schrecker, “Political Tests for Professors:  Academic Freedom during the McCarthy Years,” The University Loyalty Oath (October 7, 1999), accessed May 3, 2023, https://www.lib.berkeley.edu/uchistory/archives_exhibits/loyaltyoath/symposium//schrecker.html.

[reshmak1690]

Experiential Learning | Experiential Education & Learning Activities

#Experiential Learning

Experiential Learning is a viable solution to the inconsistencies in our education system. The concept is not new & observed as a valid educational discipline. Keywords: #Experiential Learning, #experiential learning activities, #experiential education,

[themontessoriacademyofarlington]

Toddler - Transferring with Tongs

Transferring from one vessel to another is a valuable tenant in the Practical Life curriculum. Transferring refines a student's hand-eye coordination, concentration, and fine motor skills while calling to their sensitive period for order. Using tongs is great preparation for writing and other skills that require fine motor control, helping to develop the hand muscles necessary for successful manipulation of writing implements. As they transfer back and forth, the repetition allows them to feel a sense of accomplishment and mastery.

[shorthaltsjester]

i say this with all the kindness i can muster. the way some of y’all take with complete earnestness the statements made by characters who have been proven to be unsavoury/villainous/evil/(insert other suitable adjectives here) to be word-of-god factual is deeply concerning actually. like fiction is fiction and this is far from being an accusation about the morality of those who are curious about/compelled by the motivations of immoral characters. this is a deep concern i have for people who exist in a time where media of all kinds, fiction and nonfiction, is used to embed values in its audience. a concern i have for existing among people who don’t even question the truth/accuracy of statements made by the textual villains of stories before accepting them.

[youareunbearable]

because im drowning in marking rn, I imagine Feanor would also suck at marking/giving grade for his apprentices. Like they just make something and yes Feanor can give them spots where they need to improve, but he would falter and struggle to give it a weighted mark. Because its a progress step, not something finalized yet! Theyre still growing how can he just give them a mark out of 20 or whatever on their work???

Nolofinwe, however, would be such an efficient grader

[compellingselling]

This apartment will give you a headache, just like Skittles Littles

I'm kidding. This is actually a smart stunt. They got a designer to make a Skittles-themed tiny NYC apartment and they're doing a sweepstakes to give it to a lucky winner rent-free for a year.

Do a Google News search for "skittles littles apartment" and you'll see they've already made their investment back in free publicity. Apartment Therapy, for example.

[communistkenobi]

Conservatism is taken to mean traditional economic laissez-faire individualism, according to which our economic life is conceived in terms of the free (unregulated) competition of individual entrepreneurs. […] Conservative ideology has traditionally urged that the economic functions of government be minimised. Fear of government power (like union power) is emphasised, and great concern is expressed for the freedom of the individual, particularly the individual businessman.

This is the authors’ assessment of American conservativism in the 1940s, and those base assumptions are what inform all of their political questions to participants. They want to ask people questions that will allow the authors to place them on a general left-right political scale and then map their susceptibility to fascism (“ethnocentrism” / “authoritarianism” are the words they use, I’m using the word fascism) onto that scale. The goal being that they want to define the political character of fascism as expressed in everyday sentiments of regular people.

And I don’t think this is an incorrect assessment for the time period, but if you were to administer this survey today, I don’t think you would capture the political character of American fascism very well. That ^ historical definition falls much more in line with right wing libertarianism, which is currently a political minority in America. And like I’m not a historian but my assumption is that the American conservatives of today abandoned free market individualism when they realised that “the free market” is much more socially progressive (or has the appearance of it, anyway) than they like. This is why they lose their minds about gay people in kids shows, trans flags mounted on businesses, black people in their tv shows, etc. The current western market is very eager to cater to socially liberal sensibilities, and has clearly found great success doing so. Like conservatives have essentially lost that slice of the culture war - the free market has figured out a way to make minorities profitable, and while that has dubious material benefits for said minorities (if any exist at all), it’s still a bridge too far for conservatives.

So like they aren’t economic individualists anymore, if they ever were in the first place. They aren’t small government free market types. They want to control the market they feel has abandoned their values, and the way to do that is through the state. I feel like that whole debate around whether or not christian bakeries should have to make cakes for gay couples is the Ur-example of this. I think it also speaks to the inevitability of economic liberalism leading to fascism - you cannot champion the free market and also hold a set of static and regressive political views, because capitalism is going to adapt to whatever environment is most profitable, which necessarily means it’s eventually going to move away from your insane right wing cultural and social beliefs. It’s not “stable” the way conservative social values are. So if you want to maintain capitalism and your social beliefs simultaneously, you’re gonna need an extremely strong state to control the economy

[fretbored34]

These schools and their "experiential learning" bs 🙄

[respirelearning]

Benefits of Experiential Learning for Teaching STEM to Children

Introduction

Teaching STEM to children is essential for fostering a love for learning and curiosity about the world. Experiential STEM learning, a method where students learn through hands-on experiences, is increasingly being integrated into STEM (Science, Technology, Engineering, and Mathematics) education. This approach makes learning more engaging and equips students with the skills they need for the future. At Respire Learning, we aim to transform children's education through experiential learning. Our STEM Kits provide hands-on activities that introduce children to science, technology, engineering, and math concepts engagingly and interactively. With Robotics Kits, students can dive into programming and automation, learning to build and control their robots. Our DIY Models foster creativity and problem-solving by allowing students to assemble projects independently. These Experiential Learning Kits are designed to ignite curiosity, promote critical thinking, and inspire the next generation of innovators.

What is Experiential Learning?

Experiential learning involves learning through direct experience and reflection. Unlike traditional methods that rely heavily on lectures and rote memorization, experiential learning emphasizes active participation and practical application. This method allows students to explore, experiment, and learn from their successes and mistakes.

Respire’s agenda to focus on STEM Education

STEM education focuses on teaching students in an integrated manner, combining science, technology, engineering, and mathematics. It's designed to prepare students for the complexities of the modern world. Experiential learning fits seamlessly into STEM education, as both prioritize critical thinking, problem-solving, and real-world application.

Advantages of Experiential Learning

Enhances Understanding and Retention Experiential learning helps students understand and remember concepts better by involving them in activities that require active engagement. Students participating in experiments or projects are more likely to retain the information.

Encourages Critical Thinking and Problem-Solving Hands-on activities require students to think critically and solve problems. This approach fosters a deeper understanding of scientific principles and enhances students' ability to apply knowledge in various situations. Promotes Engagement and Motivation Experiential learning makes STEM fun and interesting. Students are more motivated to learn when they can see the relevance of their studies and actively participate in the learning process. Develops Practical Skills Through experiential learning, students develop practical skills essential in the real world. These skills include teamwork, communication, and technical abilities crucial for future success. Respire’s Experiential Learning Kits Experiential learning kits are tools designed to provide hands-on learning experiences. These kits include materials and instructions for conducting experiments and activities. They are tailored to different age groups and educational levels, making STEM accessible and enjoyable for all students. Examples of Popular Kits for Teaching STEM

STEM Kits: These kits cover various subjects like electronics, engineering, chemistry, and physics, providing comprehensive learning experiences.

DIY Kits: These kits allow students to conduct experiments at home, fostering a love for learning outside the classroom.

Robotics Kits: These robotics kits teach students about advanced-level engineering and technology through building and programming robots.

Implementing STEM Labs in the Classroom

Teachers can integrate experiential learning into their classrooms using kits and hands-on activities. Here are some strategies:

Strategies for Teachers

Incorporate Experiments: Regularly include experiments and practical activities in lesson plans.

Use Learning Kits: Utilize available experiential learning kits to make science lessons more interactive.

Encourage Group Work: Promote teamwork by having students work in groups on projects and experiments.

Integrating Kits and Hands-On Activities

Integrating kits into the curriculum can be seamless. Teachers can start with simple kits and gradually introduce more complex ones as students become more comfortable with hands-on learning.

Traditional Learning & Learning in STEM Lab

Common Obstacles in Experiential Learning

Limited Resources: Schools may need more resources for experiential learning.

Time Constraints: Hands-on activities can be time-consuming.

Teacher Training: Not all teachers are trained in experiential learning methods.

Benefits of STEM Lab

Experiential STEM Kits: students have a variety of kits in STEM with which they can do hands-on experiments with the teacher's guidance.

Look and Feel of the lab: Our Innovation lab is a specially curated space for children with a Montessori color combination that can promote learning in the gated space.  

Children's safe Equipment and kits: All the kits representing various subjects and their theories are perfectly safe for students to use from pre-primary to higher secondary education. 

Teacher Training: Teachers are specially trained to use high-functioning equipment easily, they also teach the importance of storytelling which can help students to make boring theories interesting.

Experiential Learning Beyond the Classroom

Learning continues beyond the classroom door. Parents and guardians can support experiential learning at home by providing resources and engaging in educational activities with their children.

Importance of Learning at Home and in the Community

Home Activities: Simple experiments and DIY kits can make learning STEM fun at home.

Community Resources: Local museums, science centers, and libraries often offer hands-on learning opportunities.

Future of Experiential Learning in STEM

The future of experiential learning in STEM education looks promising. With technological advancements and an increasing focus on hands-on learning, we can expect more innovative and effective methods to emerge.

Trends and Innovations

Virtual Reality (VR): VR can provide immersive learning experiences.

Online Platforms: Online resources and platforms can offer interactive science activities.

Predictions for the Future

As experiential learning continues to evolve and Indian government is implementing experiential learning by putting STEM education in the National Education Policy 2020 and evolving as time passes by. it will likely become a staple in education, preparing students for future challenges and making them tech-savvy.

Conclusion

Experiential learning offers numerous benefits for teaching STEM to children. Engaging students in hands-on activities can enhance their understanding, foster critical thinking, and develop practical skills. As we look to the future, it's clear that experiential learning will play a crucial role in STEM education in the Indian Education System.

FAQs

What is the main benefit of experiential learning in STEM education?

The main advantage is that it enhances understanding and retention by involving students in hands-on activities.

How can parents support experiential learning at home?

Parents can support experiential learning by providing DIY STEM kits and engaging in simple experiments with their children.

Are there any specific experiential learning kits for different age groups?

Yes, kits are designed for various age groups, from preschoolers to high school students, ensuring age-appropriate learning experiences.

What are some challenges teachers might face with experiential learning?

Teachers face challenges such as limited resources, time constraints, and the need for specialized training.

How does experiential learning prepare children for future careers?

Experiential learning develops practical skills, critical thinking, and problem-solving abilities, essential for future jobs.

[dgspeaks]

Emma Scott Joins Vermont Law and Graduate School as Director of Food and Agriculture Clinic: A Bold Step for Food System Equity

Vermont Law and Graduate School (VLGS) has taken an exciting leap forward with the appointment of Emma Scott as the new director of the Food and Agriculture Clinic. With a stellar background in food law, policy, and social justice, Scott brings a wealth of experience to this role. She’s not just stepping into a position; she’s here to make a lasting impact, and the timing couldn’t be better. A…

[carolkeiter]

A Seahorse Tale ~ A Spin on the Matter of Motion

A Seahorse Tale ~ A Spin on the Matter of Motion is a young adult educational eBook cloaked as a sci-fi. Each of the 170 pages have beautifully illustrated art and science diagrams. Interwoven throughout the story are non-fiction links to various topics and state-of-the-art science, which corroborate the storyline and substantiate the possibility of the occurrence of these fantastical and…

[themontessoriacademyofarlington]

Early Childhood - Clock Work

Understanding time is a complex skill that is critical for everyday life. The Montessori Clock material simplifies the complexities by concretely representing the hours and minutes in a visual and tactile manner, helping children understand the passage of time. Using the 5-bead chain for the minutes and whole, half, and quarter hour fractional pieces, provides a hands-on approach, helping children transition from concrete to abstract thinking. 

[jantanow]

इग्नू को नेचर पॉजिटिव यूनिवर्सिटी बनाने में योगदान देने पर अमन हुए सम्मानित

बड़ौत (Badaut), 01 सितंबर 2024 (September 1, 2024) — जब बात पर्यावरण संरक्षण (environmental conservation) की होती है, तो अक्सर हमें बड़े नामों और संगठनों (organizations) का ध्यान आकर्षित करना पड़ता है। लेकिन, बागपत (Baghpat) के एक युवा (youth) ने यह साबित कर दिया है कि छोटे कदम (small steps) भी बड़े बदलाव (big changes) ला सकते हैं। इंदिरा गांधी राष्ट्रीय मुक्त विश्वविद्यालय (Indira Gandhi…