Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education

Autor/inn/en	Collins, Rachel; Paisley, Karen; Sibthorp, Jim; Gookin, John
Titel	Black-and-White Thinkers and Colorful Problems: Intellectual Differentiation in Experiential Education
Quelle	In: Journal of Experiential Education, 33 (2011) 4, S.416-420 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.5193/JEE33.4.416
Schlagwörter	Experiential Learning; Special Education; Developmental Stages; Student Characteristics; Cognitive Processes; Leadership Training; College Students; Secondary School Students; Young Adults; Adolescents; Outdoor Education; Skill Development; Age Differences + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Cognitive process; Kognitiver Prozess; Führungslehre; Collegestudent; Sekundarschüler; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Freiluftunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied
Abstract	To be effective, experiential educators need to understand the developmental characteristics of their students so that they can tailor their programs to their capabilities. Often, their primary population consists of teens or college students. Recognizing that learning is a primary objective of experiential education programs, experiential educators can specifically enhance their effectiveness by understanding their students' intellectual processes. Building from the work of Piaget and Kohlberg, Perry (1999) provides a theoretical framework for understanding the knowledge construction of collegiate students. He identifies three "positions" of learning: Dualism (knowledge is quantitative--i.e., memorized facts--and must come from an authority knower); Multiplicity (different views of knowledge can be potentially correct before the answer is known); and Relativism (opinions of peers and non-authorities are considered and weighed in with the authority knower). The purpose of this study is to examine the relevance of Perry's model of intellectual differentiation to participants in an experiential education setting. (Contains 1 figure.) (ERIC).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10