In this section, I am going to introduce experiential learning, a mode of service which organizations that dedicate to welfare service for children and youth in Taiwan
often use in recent years. The concept of experiential learning originates from an American educator and philosopher, Dewey.
who proposed an idea, learning by doing with reflection.
And another key figure, Kurt Hahn,
created the first outdoor education program in the UK in 1941. Experiential learning, originally considered as one of the patterns of outdoor educations,
has been employed in teaching since the 1970s. It was not limited to the outdoors but could be carried out at any place.
The goal of experiential learning is to develop personal self-concept,
as well as to help learn the skill in group communication and the ability of teamwork. It attaches great importance to personal experience,
which is a kind of process of reflection that integrates understanding by learning and learning by doing. It is also a process of learning that highlights individual's active initiative.
We have different names referring to experiential learning in Taiwan. There are also many possible translations in the Chinese-speaking world.
such as adventure education, exploration education or PA, standing for project adventure.
But we often use the term experiential education in general.
What are the core concepts of experiential learning? We can take a look at the picture here.
This is the four-phase experiential learning cycle published by David Kolb in 1984.
He emphasized observation and reflection. Also the induction, transformation, and application of experience.
Individuals gain knowledge, skills, and experience through actual activities participation.
Then they link and have a reflection on their personal life experience with the things they learned.
And then developing the ability and method to respond.
Finally brought into personal growth and change. This is a dynamic cycle of the process.
People who participate in experiential learning can obtain diverse and unique experience
and get a sense of accomplishment. So why experiential learning
will become a common method in Taiwan's youth work?
Because its origin is not well known in the field of social work.
We indeed used the concept of learning from doing in the field of education and applied it to serve our youths.
The reason for using it is simple. If you understand the connotation of experiential learning,
you will find it very adventurous and challenging.
Isn't it very much in line with the needs of the youth group when we introduced the characteristics of youth development?
Moreover, experiential learning can offer these kids some successful experiences.
For the youths we serve, most of them are defined as losers in the mainstream society.
If these young losers can gain some learning and reflection through experiential learning,
it can be really meaningful. In addition, experiential learning can encourage these youths to explore the meaning and value of life.
During experiential learning,
guides, those who lead the experiential activity, are really important.
These guides should be both professional and sensitive, leading attendees to
view problems faced by individuals and groups during the process.
It implies that the guide cannot merely sit or stand beside these kids.
Guides need to encourage these youths to share and discuss how they feel and what they learn in that moment
in order to help them gain learning experiences or solution to the problems. So leading reflection and discussion
become really important. During reflection and self-examination, guides help attendees
link the experience at that moment with the ones from the past.
Searching the same and different parts between the experiences
to explore the core of the problem. These youths may work together, figuring out the method and the direction of solving the problem.
Then, what kind of form and content are included in experiential activities?
Experiential activity is quite diversified. It can be categorized into three main types of scenarios.
The first one is low-level risk scenarios, which are the activities on the ground that you might be familiar with.
In the society or schools in Taiwan, this is the most common type
because its materials are easier to get. It is also easier to carry out since it is less likely to be confined by sites or funds for its low cost.
People can design activities based on the group's experiences. This may sound like field game for some of you.
However, if guidance and reflection are not introduced in field game, it may end up nothing but an activity.
Leading reflections is a crucial part in experiential learning. Low-level risk scenarios can
help each individual to recognize the problem, communicate and cooperate with others, and solve the problem. People can also design activities that let attendees build mutual trust in the games.
The next one is mid-level risk scenarios. You might have heard of high- or low-altitude activities
or tightrope courses. These kinds of mid-level risk scenarios
are usually used when the group has entered a state with more trust.
When the group members trust each others, they can work together in an activity. Since we trust each other,
through the guidance of professional coaches who makes sure everyone is safe at professional venues, we, then, can proceed.
We definitely do not perform some high-risk activities rashly.
So, the activities, such as high- and low-altitude tightrope and high-altitude single-plank bridge, are all only carried out under
professional coaches and guides' supervision at a safe and legal site.
What about high-risk scenarios? You might have heard of outdoor adventure activities.
After learning problem-solving skills and building the sense of teamwork, we will enter this activity scenario --
high-risk scenario. Group members gain actual adventure experience through
travelling to the nature together.
For example, mountain climbing, river trekking, canoeing, and etc..
It is no longer a coaching ground or a virtual situation
but it is the most authentic and most appropriate interaction and experience in the natural environment.
So far I briefly introduced these experiential activities. However, you may still be vague about the experiential activities
given that there is no viewing how it worked.
So let me show you a video about the experiential education recorded by Taiwan's City People Foundation after they promoting experiential learning for many years
It is not long, but it let us know the meaning and experience of the process of operating experiential learning.
Especially to the youth group.
From this video, what kinds of experiential activity scenarios can you see?