Postgraduate Course: Experiential Education (EDUA11303)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|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.
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
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 6,
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
The course is delivered over three consecutive days. Please refer to Online Timetable for dates.
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment will be by written assignment (2000 words)
|No Exam Information
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.
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.
|Graduate Attributes and Skills
|Course organiser||Mr David Clarke
|Course secretary||Miss Malgorzata Litwinska
Tel: (0131 6)51 6363