Learning at the Edge: Can Experiential Education Contribute to Educational Reform?

Abstract

Stuart and Linda are high school teachers, and they have a problem. For a number of years, they have been offering experiential education activities within their classes. They have had little success in convincing other teachers to incorporate these activities into other classrooms. Why can't the teachers see the value in experiential education activities and incorporate them into parts of the curriculum? Why is it that “mainstream” teachers seem so tied to conventional teaching styles and unwilling to try something different? After all, don't we all have the same goal—that of providing students with high quality and relevant learning opportunities?