Moore asks the question of whether and under what conditions experience constitutes a legitimate source of knowledge and learning in higher education. Drawing on theory and research, the book addresses three types of challenges and opportunities facing experiential educators: the epistemological, the pedagogical, and the institutional.
Table of Content
1. The Paradox of Experiential Learning in Higher Education 2. A Theoretical Framework 3. Analyzing the Curriculum of Experience 4. Comparing Curricula – Academic and Experiential 5. Discovering the Pedagogy of Experience 6. Pedagogy in School and Field 7. Experiential Pedagogies in School 8. Institutional Mission(s) and Engaged Learning
About the author
David Thornton Moore is Associate Professor at the Gallatin School of Individualized Study at New York University, USA
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