This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick and contrasting them with the olfactory experience of coffee, students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also (...) provided. (shrink)

How do educators better reach their students, better capture their attention and imagination without sacrificing scholarship? Teachable Moments: Essays on Experiential Education examines the pedagogy of Prescott College, a school that has embraced experiential education and been finding success with it for over thirty years. These essays—from scholars in fields as wide ranging as religious studies, environmental science, psychology, dance, literature, adventure education, and peace studies—examine the challenges and, ultimately, the rewards of student-centered education.

How do educators better reach their students, better capture their attention and imagination without sacrificing scholarship? Teachable Moments: Essays on Experiential Education examines the pedagogy of Prescott College, a school that has embraced experiential education and been finding success with it for over thirty years. These essays—from scholars in fields as wide ranging as religious studies, environmental science, psychology, dance, literature, adventure education, and peace studies—examine the challenges and, ultimately, the rewards of student-centered education.

In the course of consumer behavior, it is necessary to study the relationship between the characteristics of psychological activities and the laws of behavior when consumers acquire and use products or services. With the development of the Internet and mobile terminals, electronic commerce has become an important form of consumption for people. In order to conduct experiential education in E-commerce combined with consumer behavior, courses to understand consumer satisfaction. From the perspective of E-commerce companies, this study proposes to (...) use artificial intelligence image recognition technology to recognize and analyze consumer facial expressions. First, it analyzes the way of human–computer interaction in the context of E-commerce and obtains consumer satisfaction with the product through HCI technology. Then, a deep neural network is used to predict the psychological behavior and consumer psychology of consumers to realize personalized product recommendations. In the course education of consumer behavior, it helps to understand consumer satisfaction and make a reasonable design. The experimental results show that consumers are highly satisfied with the products recommended by the system, and the degree of sanctification reaches 93.2%. It is found that the DNN model can learn consumer behavior rules during evaluation, and its prediction effect is increased by 10% compared with the traditional model, which confirms the effectiveness of the recommendation system under the DNN model. This study provides a reference for consumer psychological behavior analysis based on HCI in the context of AI, which is of great significance to help understand consumer satisfaction in consumer behavior education in the context of E-commerce. (shrink)

This book adds to the theoretical development of the emerging fields of experiential learning and outdoor education by examining the central concept, 'experience', and interrogating a central claim of experiential learning: whether, and if so how, a short-term singular experience can transform a participant's life as a whole and in a permanent way. While such a possibility has been corroborated by the personal testimonies of participants, and the activities of instructors over many years, the book argues that (...) we must go beyond this kind of 'evidence'. In comparing Anglophone and continental approaches and drawing on the work of Dewey, Dilthey and Merleau-Ponty in the philosophy of experience, Experiential Learning and Outdoor Education presents the first detailed review of the concept of 'experience' in European philosophy, as applied to outdoor experiential learning. A vital insight into the field, this is important reading for students and researchers working in the philosophy of sport, and pedagogical theory, especially in areas relating to the outdoors, but also to experiential education more generally."--Provided by publisher. (shrink)

Advances in artificial intelligence and neuroscience claim to have begun to undermine the assumptions of the arts and educational theory community by explaining consciousness through either a reduction to mathematical functionalism or an excrescence of brain biology. I suggest that the worldview behind such reductionism is opposed to the worldview assumed by many educational practitioners and theorists. I then go on to outline a few common positions taken in the burgeoning field of consciousness studies that suggest that—though many attributes of (...) consciousness have been identified and explained—individual consciousness itself remains as much of an enigma to scientists as to the rest of us who experience it. However, I do suggest the necessity of intersubjectivity for conscious evolution. (shrink)

The paper discusses the intersection between art, imagination, emotions, and ethical education from the perspective of an innovative synthesis of cognitive theory of emotion and Gestalt pedagogy. One of the elements of this synthesis is the cognitive theory of emotion as endorsed by Martha Nussbaum. Emotions are understood as evaluative judgments that are related to our perception of the world around us. Emotions are our attitudes, understandings, and assessments of the world from the perspective of our goals and projects. (...) This proves an excellent starting point from which to address them as an essential part of ethics education. Next, art and imagination are considered as a vehicle by which to address emotions and other domains within ethics education. Here, I introduce the concept of “experiential imagining” and point to the methodologies that sustain it. I have developed this concept as part of my research on the overlap between Gestalt pedagogy, cognitive theory of emotion, and the art of life approaches to ethics. Next, I present the synthesis between cognitive theory of emotion and Gestalt pedagogy. I then illuminate the concept of experiential imagination, emphasise its role in ethics education, and conclude with some reflections on the art of life approach to ethics and ethics education. (shrink)

Lachman, Grace and Gaylord have argued that for bioethics education for undergraduate nursing students, a preferred combination of instruction involves a clinically-based nurse with ethics training and a philosophically-based ethicist with clinical training. At the University of Pennsylvania School of Nursing, undergraduate nursing ethics instruction takes this form. The course director is a philosopher with extensive clinical experience in ethics. The course utilises four distinct forms of nursing clinical inputs to educate undergraduate nursing students using a unique combination of (...) didactic and experiential learning exercises to simulate real ethics cases. This paper describes how the course was developed and refined over the past several years and suggests several ideas for improvements in nursing ethics education at an undergraduate level. (shrink)

Ovaj rad bavi se presjekom umjetnosti, imaginacije, emocija i etičkog obrazovanja iz perspektive inovativne sinteze kognitivne teorije emocija i Gestalt pedagogije. Jedan od elemenata ove sinteze kognitivna je teorija emocija kakvu podržava Martha Nussbaum. Emocije se shvaćaju kao procjene koje se odnose na percepciju svijeta oko nas. Emocije su naši stavovi, razumijevanja i evaluacije svijeta iz perspektive naših ciljeva i projekata. To se pokazalo kao odlična polazišna točka za proučavanje emocija i drugih domena unutar etike obrazovanja. U ovom radu uvodim (...) pojam ‘iskustvene imaginacije’ i ukazujem na njezine metodologije koje smo razvili kao dio istraživanja preklapanja Gestalt pedagogije, kognitivne teorije emocija i pristupa etici iz perspektive umijeća življenja. Potom predstavljam sintezu kognitivne teorije emocija i Gestalt pedagogije, nakon čega razjašnjavam koncept iskustvene imaginacije, naglašavam njezinu ulogu u etičkom obrazovanju te zaključujem s nekolicinom osvrta na pristup umijeća življenja etici i etičkom obrazovanju. The paper discusses the intersection between art, imagination, emotions, and ethical education from the perspective of an innovative synthesis of cognitive theory of emotion and Gestalt pedagogy. One of the elements of this synthesis is the cognitive theory of emotion as endorsed by Martha Nussbaum. Emotions are understood as evaluative judgments that are related to our perception of the world around us. Emotions are our attitudes, understandings, and assessments of the world from the perspective of our goals and projects. This proves an excellent starting point from which to address them as an essential part of ethics education. Next, art and imagination are considered as a vehicle by which to address emotions and other domains within ethics education. Here, I introduce the concept of “experiential imagining” and point to the methodologies that sustain it. I have developed this concept as part of my research on the overlap between Gestalt pedagogy, cognitive theory of emotion, and the art of life approaches to ethics. Next, I present the synthesis between cognitive theory of emotion and Gestalt pedagogy. I then illuminate the concept of experiential imagination, emphasise its role in ethics education, and conclude with some reflections on the art of life approach to ethics and ethics education. (shrink)

Experiential education produces numerous benefits to students in terms of higher order thinking skills such as the ability to evaluate, analyze, and synthesizeinformation , engagement , and work-readiness . Partnering with community organizations provides a means to create experiential education opportunities for students. In this symposium, we discussed three examples of experiential education to promote learning around themes of sustainability, providing a brief outline of the activities, the intended outcomes, and the lessons learned from (...) our experiences. We concluded with a meditation on the importance of working with community partners and managing expectations so that students, the community, and the institutions gain the best possible outcomes when creating town-gown partnerships for sustainability education. (shrink)

Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. -/- The book explores how the core ideas of four main aesthetic approaches – the representationalist, the expressionist, the formalist, and (...) the postmodernist – translate into respective ways of designing and implementing experiential aesthetics-based activities. Containing relevant examples of interventions used in classes, it analyzes the ways in which the combination of different aesthetic approaches can support varied, multifaceted, multimodal and balanced teaching situations in school. (shrink)

In many schools of architecture worldwide, design studios are frequently isolated from everyday life and tend to focus on theory without experience. In countries with complex social problems, such as Colombia, experiential learning can offer valuable opportunities for architectural education to become an agency for social reconstruction and peace building. This works proposes a teaching method which centres on the promotion of significant learning, through live projects as a complement to studio-based projects. Bloom’s revised taxonomy and Fink’s taxonomy (...) for levels of knowledge were used as references. In order to develop and test this method, 15 different live projects were designed, built and analysed over the course of four years. These involved the participation of 170 undergraduate learners, various national and international teachers, six sponsors from the construction industry and 12 children’s foundations. The findings reveal valuable insights into the development of intellectual, physical and em... (shrink)

This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of Experiential Learning Activity (ELA) and Critical Action Learning (CAL) on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student “needs” being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results (...) indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour. (shrink)

The European Biomedical Ethics Practitioner Education Project (EBEPE), funded by the BIOMED programme of the European Commission, is a five-nation partnership to produce open learning materials for healthcare ethics education. Papers and case studies from a series of twelve conferences throughout the European Union, reflecting the ‘burning issues’ in the participants' healthcare systems, have been collected by a team based at Imperial College, London, where they are now being edited into a series of seven activity-based workbooks for individual (...) or group study. These draft workbooks are now being read by a network of critical readers across Europe, whose comments will be incorporated into the final versions of the workbooks. The result will be the first European-wide and Europe-centred resource for teaching students, practitioners, and members of ethics committees. Topics covered include: • Resource allocation and rationing • The rights of children and young people • Long-term care of the elderly • Mental health and mental illness • Autonomy and patient choice • Decisions at the end of life • A study guide to using the workbooks The collaborative nature of the project has highlighted differentiated national approaches in medical ethics. Against the British and Dutch rights-orientated approach have emerged two other alternative models: the Nordic preference for administrative resolution of entitlement disputes, and the southern European emphasis on deontological codes. A genuinely European reconstruction of autonomy and rights, using hermeneutic, feminist and narrative approaches to counterbalance individualistic models, is emerging across the workbooks. The programme has also uncovered national differences in how ethics should be taught, with the workbooks' style being an experiential approach. Thus the EBEPE project is developing new models in both substantive and pedagogic senses, about both what should be taught and how it should be presented. (shrink)

Traditionally, writing is viewed as a code that stands in one-to-one correspondence to spoken language, which is therefore also viewed as a code. However, this is a delusion, which is shared by educators and has serious consequences for cognition, both on individual and on social levels. Natural linguistic signs characteristic for the activity of languaging and their symbolizations are ontologically different phenomena; speech and writing belong to experiential domains of different dynamics. These dynamics impact differently on the linguistic/behavioral strategies (...) of individuals and communities, viewed as second- and third-order living systems operating in a consensual domain as structure-determined systems. Failure to acknowledge this contributes to the spread of functional illiteracy in modern societies, which may lead to cognitive/communicative dysfunction. Technology-enhanced new literacies challenge the value of traditional written culture, raising questions about the relationship between speech and writing and their roles in human evolution. (shrink)

Given the current business environment, business managers and accountants are more likely to encounter situations with ethical implications. Hence, business and accounting education should prioritize ethical skills such as critical thinking. However, significant pedagogical challenges await those who wish to venture down this path. Despite new educational tools in business and accounting ethics, we believe that new activities are needed to improve the acquisition of skills in professional ethics among students. Thus, we developed experiential simulations of ethical dilemmas (...) inspired from what business managers and accountants typically encounter in their practice. More specifically, we created online simulations in the form of videos and interactive content. The purpose of these simulations is to help students experience the emotions that can be felt when faced with an ethical dilemma. They also provide a means of understanding the emotions of other characters and of thinking about how their actions affect others. (shrink)

Experiential learning in food and agricultural higher education takes many different forms. This paper highlights an immersive, comparative approach to a graduate food studies course in the dairy sector. It explores how students in this class experience a particular combination of field trips, culinary workshops, hands-on activities, and classroom discussions, and explores how the structure and combination of these course elements contributes to reflection, critical thought, and a more nuanced and complex understanding of food systems (or not). Results (...) suggest that this intensive compare/contrast approach to field trips and applied experiences, accompanied by multiple venues for in-depth verbal and written reflection on these experiences, can help facilitate (1) self-reflection, critical thinking, and broader systems thinking, (2) an understanding of and empathy towards conflicting views on food systems issues, and (3) an acceptance of and ability to work across differences, within the contradictions and complications that characterize food systems work. (shrink)

To generate empathy in the care of vulnerable older persons requires care providers to reflect critically on their care practices. Ethics education and training must provide them with tools to accomplish such critical reflection. It must also create a pedagogical context in which good care can be taught and cultivated. The care-ethics lab ‘sTimul’ originated in 2008 in Flanders with the stimulation of ethical reflection in care providers and care providers in training as its main goal. Also in 2008, (...) sTimul commenced the organization of empathy sessions as an attempt to achieve this goal by simulation. The empathy session is a practical and fairly straightforward way of working to provoke care providers and care providers in training to engage in ethical reflection. Characteristic of the empathy session in the care-ethics lab is the emphasis on experience as a basis for ethical reflection. (shrink)

The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability (...) ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: “What are my obligations to others?” and “What am I willing to risk in my own well-being to meet those obligations?” In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations. (shrink)

This article presents our experience as a multidisciplinary team systematizing and analyzing the transcripts from a large-scale (1.775 conversations) series of conversations about Chile’s future. This project called “Tenemos Que Hablar de Chile” [We have to talk about Chile] gathered more than 8000 people from all municipalities, achieving gender, age, and educational parity. In this sense, this article takes an experiential approach to describe how certain interdisciplinary methodological decisions were made. We sought to apply analytical variables derived from social (...) science theories and operationalize them through modern linguistics to guide a more theoretically informed natural language processing. The analysis was divided into three stages: (1) a descriptive analysis adapting descriptions of computational grounded theory, (2) a futurization analysis operationalizing concepts from futures studies, and (3) an argumentative analysis operationalizing concepts from argumentation theory. Overall, our methodological experimentation shed light on potential learnings for integrating a multidisciplinary perspective on NLP analysis with sensitive social content. Firstly, we developed a strategy for translation of knowledge based on the construction of what we called "analytical categories” in which a normative expectation or descriptive dimension was identified in the body of literature, operationalized through linguistics, and programmed in Python or R. Ultimately, we seek to reflect on the importance interdisciplinarity not only as means to find new analysis ideas but rather, to incorporate the critical, political and epistemological points of view to understand analysis as complex socio-technical processes. (shrink)

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

Philosophy has made substantive contributions to education, going at least as far back as to well-known figures such as Plato and Aristotle. Along with disciplines like psychology and sociology, philosophy has helped shape some of the core features of experiential learning. The central aim of the present introduction is to illustrate how developments in experiential learning are the result of contributions from both within and without philosophy. Some secondary goals include discussing the historical and contemporary developments in (...) experiential learning as a way of framing the essays that make up this special issue. (shrink)

In Grutter, preferential treatment was held to be Constitutional on the basis of the contribution of “diverse” students to the education of their classmates. An implicit assumption in this argument, at least given how schools such as Michigan have interpreted it, is that the contribution involves making it more likely that the other students adopt the beliefs (or perspective) of the minorities. Three beliefs seem relevant here: justice is concerned with equality, racial and ethnic minorities are currently treated unequally, (...) and the state has a mandate to combat this type of injustice. I argued that the first two beliefs are likely false and that in any case they are already well represented on campuses. If my arguments succeed, then this narrow experiential diversity argument is incapable of establishing the moral permissibility, let alone Constitutionality, of these programs. A broader consequentialist argument may avoid this objection but only at the extent of introducing Constitutionally irrelevant considerations. (shrink)

The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the (...) corresponding drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above. (shrink)

This paper presents an experiential exercise introducing the concept of the personal ethical threshold (PET) to help explain why moral behavior does not always follow moral intention. An individual’s PET represents the individual’s vulnerability to situational factors, i.e., how little or much it takes for members of organizations to cross their proverbial line to act in a way they deem unethical. The PET reflects the interplay among the situation, the particular ethical issue, and the individual. Exploring the PET can (...) help account for why some people are sometimes able to withstand substantial organizational pressures to behave in congruence with their ethical intentions, whereas others crumble in the face of apparently minimal situational forces. We hope that students’ exposure to and subsequent reflection upon their PET, by means of the exercise we present, will foster the development of their moral courage. (shrink)

Teaching business ethics effectively may prepare future leaders and managers to better deal with delicate situations that they might face in the workplace. However, such an aim is one of the biggest challenges that educators at universities are called on to solve. An increasing number of scholars are invoking the role of prudence in the virtue ethics context as a viable approach to teach students how to manage ethical dilemmas. In this regard, this paper discusses the “St. Albans Family Enterprises” (...) case study that can serve as an instrument to help students and practitioners develop their ethical decision-making ability and to foster a disposition towards applying sound judgment or what can be called in classical terms, prudence. The teaching note that accompanies the case study offers guidance to educators about how the case can be used for teaching purposes, and explains the implications of exercising practical wisdom within a virtue ethics framework. (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics (...) educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills and motor development. This relationship is not necessarily linear, but moderated by different variables. Until now, few studies have examined, using rigorous methods, the role of OE in children’s development and studies of preschool aged children remain lacking. (...) The current study aimed to explore teachers’ perceptions of children’s developmental trajectories over 2 school years, investigating whether teachers’ perceptions differed between two kindergartens, one characterized by a consolidated OE approach and the other one characterized by a more traditional method of education. The sample was composed of 20 teachers, evaluating 93 children aged 3-5 (M= 46.95 months, SD= 6.73; 42 males): 13 teachers were from a traditional kindergarten (Traditional Group- TG) and evaluated 52 children; 7 teachers were from an OE kindergarten (Outdoor Group – OE) and observed 41 children. All the teachers completed the Kuno Beller Developmental Tables (Beller, 1995), in order to describe specific child developmental areas in 4 consecutive moments during 2 school years (T1-T2: January-May 2014; T3-T4: October 2014-May 2015). The 20 teachers also completed the “Outdoor Activities/Trips Diary”, an instrument created for this study to collect qualitative data on the characteristics of outdoor activities. Results showed that, in all the developmental areas, OE teachers perceived higher scores over time were found for the Outdoor Group compared to the Traditional one. Specifically, GLM ANOVAs Repeated Measures revealed a significant interaction of the 2 variables Time and Groups (p<0.001): contrast analyses showed that OE children, compared to the TG children, were perceived by their teachers with higher levels in all developmental areas at T1 and T2, but not at T3 and T4. The findings suggest that the OE activites, compared to indoor ones and according to teachers' perceptions, offer greater opportunities to promote the child’s development at different levels. especially when children are younger. Future studies are recommended analyzing possible moderating variables and long term effects of OE. (shrink)

Wonder is commonly perceived as akin to curiosity, as stimulating inquiry, and as something that enhances pleasure in learning, but there are many experiences of wonder that have a less obvious place in education. In Wonder and Education, Anders Schinkel theorises a kind of wonder which he calls 'contemplative wonder'. Contemplative wonder opens up space for the consideration of (radical) alternatives wherever it occurs, and in many cases is linked with deep experiences of value; therefore, it is not (...) just important for education in general, but also, more specifically, for moral and political education. (shrink)

Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce (...) an ethics training behavioral simulation, and discuss its implementation and evaluation. (shrink)

An outstanding feature of the study of nursing ethics is that it raises questions concerning moral virtue, conscience, consistency and character. A considerable section of the literature is devoted to ideas of how best to teach ethics to health professionals. It has been shown that when faced with ethical dilemmas nurses tended to rely on intuition and instinct to resolve them, with little systematic analysis to help the process. Nurses who have been in practice for a number of years may (...) experience particular difficulties in resolving ethical dilemmas, for although they may be able easily to identify ethical problems they may feel powerless to behave appropriately through lack of theoretical background and/or confidence in participating in informed debate. An educational programme was designed to meet the needs of mature registered nurses who were undertaking a post-qualification part-time honours degree in nursing studies. A variety of teaching methods were employed in teaching the nurses. These included discussion, student-led seminars, structured debate and role play. A session which dealt with sudden death and organ donation is described in some detail. Because the topic involved communication between professionals and patients and/or relatives and was linked with ethics, role play was used to explore the dynamics in these areas. The participants were invited to act out the situation as they felt it might occur. Role play highlighted the stress and shock attached to such an experience. Before working through the dynamics of a situation the nurses were conscious of being part of decision-making 'in the cold' and 'in isolation'. As a result of the experiential learning they felt more able to reflect analytically and to participate in discussions in an informed and articulate way. (shrink)

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Sanders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the (...) ideas of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry. (shrink)

Teaching healthcare ethics at the doctoral level presents a particular challenge. Ethics is often taught to medical students, but rarely is medicine taught to graduate students in health care ethics. In this paper, Medicine for Ethicists [MfE] — a course taught both didactically and experientially — is described. Eight former MfE students were independently interviewed in a semi-structured, open-ended format regarding their experience in the experiential component of the course. Themes included concrete elements about the course, elements related to (...) the broader PhD student learning experience, and themes related to the students’ past and future career experiences. Findings are related to the educational philosophy of John Dewey and David Kolb’s experiential learning theory. Broader implications of this work are explored. (shrink)

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim (...) a position beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education. (shrink)

The central focus of this article is to share several experiential activities we have designed in our teaching careers that we use to help education students, primarily undergraduates and teacher candidates, access philosophical ideas and enter philosophical discussions. The examples shared below come from our attempts to help students reach key concepts and abstract ideas in some well-known educational philosophical discussions, through engaging in experiences relating to them. They are based on Plato’s Allegory of the Cave, John Dewey’s (...) scientific method, and Martin Buber’s philosophy of dialogue. The focus for this article is not so much on the specific content or philosophical interpretation of these works but instead on the activities themselves as a means towards better understanding the concept of experiential learning itself. The three examples we present serve to show ways in which well-designed and thoroughly-considered experiences can serve as a bridge to difficult and abstract material while also honoring a more expansive range of learning styles. (shrink)

Metaverse is to build a virtual world that is both mapped and independent of the real world in cyberspace by using the improvement in the maturity of various digital technologies, such as virtual reality, augmented reality, big data, and 5G, which is important for the future development of a wide variety of professions, including education. The metaverse represents the latest stage of the development of visual immersion technology. Its essence is an online digital space parallel to the real world, (...) which is becoming a practical field for the innovation and development of human society. The most prominent advantage of the English-teaching metaverse is that it can provide an immersive and interactive teaching field for teachers and students, simultaneously meeting the teaching and learning needs of teachers and students in both the physical world and virtual world. This study constructs experiential situational English-teaching scenario and convolutional neural networks –recurrent neural networks fusion models are proposed to recognize students’ emotion electroencephalogram in experiential English teaching during the feature space of time domain, frequency domain, and spatial domain. Analyzing EEG data collected by OpenBCI EEG Electrode Cap Kit from students, experiential English-teaching scenario is designed into three types: sequential guidance, comprehensive exploration, and crowd-creation construction. Experimental data analysis of the three kinds of learning activities shows that metaverse-powered experiential situational English teaching can promote the improvement of students’ sense of interactivity, immersion, and cognition, and the accuracy and analysis time of CNN–RNN fusion model is much higher than that of baselines. This study can provide a nice reference for the emotion recognition of students under COVID-19. (shrink)

Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process :373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this (...) paper will focus its attention on the basic semiosic processes that sustain the learner’s primary modelling system or umwelt—the world of meaning and sensory engagement that the organism is immersed in. This focus enables us to identify and explore four basic principles that an ecologically concerned edusemiotic perspective can be said to rest upon; the Iconicity Hypothesis, the Principle of Suprasubjective Relation, the Natural Learning Flow Principle, and the Continuity Principle. The identification and elaboration of these basic philosophical orientations will help establish the importance and relevance of the edusemiotic perspective for educational philosophy and theory in general. This task requires the methodological framework of Sebeok and Danesi’s Modelling Systems Theory, which; provides a biosemiotically grounded approach to understanding the diversity of modelling phenomena across all species, and; contextualizes the specific focus of this study within the broader forms of learning and knowing encompassed by a semiotic theory of learning. Hopefully such attention to the foundational doctrina of this new perspective will encourage more educational research to take what Semetsky has called the edusemiotic turn. (shrink)

This book makes a strong case for the abiding relevance of Dewey's notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies.

Creating education systems that promote democratic sustainability has been the concern of political thinkers as diverse as J. S. Mill, Dewey, Benjamin Barber and Derek Bok. The classic dichotomisation of democratic theory between deliberative democrats and Schumpeterian democrats suggests that education in the service of democracy can be constructive—that is, provide a student with the skills necessary to elect her leaders without changing her nature—or reconstructive—that is, fundamentally and radically reshape the student to produce a citizen whose goals (...) are transformed to be congruent with society. Michael Oakeshott, who has written extensively both on political regimes and on the purpose of liberal education, offers a third way to assess the connection between government and education. Despite his own dismissal of civic or political education as fundamentally vocational and thus beyond the boundaries of the liberal arts, this paper provides a potentially surprising Oakeshottian defence of political education within the liberal arts with reference to the importance he places on experience as a pedagogic tool. Thus, Oakeshott's educational philosophy has a certain resonance with the recent calls to locate the relevance of liberal arts within the burgeoning development of experiential civic engagement programmes in American universities. (shrink)

Recent studies show that returning global health trainees often report having felt inadequately prepared to deal with ethical dilemmas they encountered during outreach clinical work. While global health training guidelines emphasize the importance of developing ethical and cultural competencies before embarking on fieldwork, their practical implementation is often lacking and consists mainly of recommendations regarding professional behavior and discussions of case studies. Evidence suggests that one of the most effective ways to teach certain skills in global health, including ethical and (...) cultural competencies, is through service learning. This approach combines community service with experiential learning. Unfortunately, this approach to global health ethics training is often unattainable due to a lack of supervision and resources available at host locations. This often means that trainees enter global health initiatives unprepared to deal with ethical dilemmas, which has the potential for adverse consequences for patients and host institutions, thus contributing to growing concerns about exploitation and “medical tourism.” From an educational perspective, exposure alone to such ethical dilemmas does not contribute to learning, due to lack of proper guidance. We propose that the tension between the benefits of service learning on the one hand and the respect for patients’ rights and well-being on the other could be resolved by the application of a simulation-based approach to global health ethics education. (shrink)