Postgraduate Course: Experiential Education (EDUA11303)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Experiential Education is designed to introduce students to the growing body of experiential education literature, and give them the tools with which they can both critically analyse their practice in relation to other pedagogical approaches, and robustly design their own teaching sessions. |
| Course description |
Philosophical origins of experiential education
Theoretical development of experiential education
Current experiential education theories and models
The role of experiential education theory in informing and developing practice
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Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
| Course Start Date |
15/01/2018 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 6,
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
80 )
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| Additional Information (Learning and Teaching) |
Please refer to online timetable for course dates.
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment will be by written assignment (2000 words) |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- understand the philosophical origins and theoretical development of experiential education;
- demonstrate an awareness of the ontological and epistemological assumptions underlying experiential education practice;
- employ understandings of these underpinning assumptions in order to offer an analytical and formative view on theory, practice and research in the field;
- use concepts of experiential education to develop appropriate strategies for facilitating learning through experience;
- critically analyse current research materials (publications, case studies, etc) which investigate the impact of experiential education processes on physical, emotional, aesthetic and personal and social development.
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Reading List
Indicative reading:
Aristotle. (2000). Nicomachean ethics (R. Crisp, Trans). Cambridge: Cambridge University Press.
Dewey, J. (1929). Experience and nature. London: George Allen & Unwin.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Montessori, M. (1949). The absorbent mind. Adyar, India: The Theosophical Publishing House.
Plato. (1964). The Republic. (F.M. MacDonald, Trans). New York: Oxford University Press.
Roberts, J. (2012). Beyond learning by doing: Theoretical currents in experiential education. New York: Routledge.
Rousseau, J.J. (1762/1979). Emile, or On education. Translated by A. Bloom. New York: Basic Books.
Seaman, J. (2008). Experience, reflect, critique: The end of the 'learning cycles' era. Journal of Experiential Education, 31(1), 3-18.
Simpson, S. (2011). Rediscovering Dewey: A reflection on independent thinking. Bethany, OK: Wood N¿ Barnes.
Smith, T. Knapp, C. (2011). Sourcebook of experiential education. Key thinkers and their contributions. New York: Routledge.
Whitehead, A. N. (1929). The aims of education and other essays. New York: The Free Press.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Simon Beames
Tel: (0131 6)51 6093
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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