Abstract
Problem statement: Experiential education and service learning are int erchangeable. They are defined as an approach to education that i mplicitly trusts the learner's ability to learn through experience, rather than a movement for chan ge that seeks to challenge mainstream education. While literature, research, communities and schools recognize the importnce of experiential education, controversies exit as to th eir efficacies in learning processes. Approach: Experiential education and service learning are com plimentary to formal education. They create communities and enables learners to interact with t he world beyond the classroom. It was upon such community building and the belief that student s would gain useful knowledge that would be life fulfilling that the Project Period was built . It started in a small community of a 300-student 9-12 secondary school in a village in New Hampshire , United States. Results: The projects were designed to allow students to engage with community, foster curiosity, ignite critical thoughts and enable students to see the world in multi-faceted d imensions. Conclusion: Studies on experiential learning tend to focus on environmental education a nd outdoor programs. As indicated, experiential education can be a part of K-College curricula and can focus on the big philosophical question, such a s How do historical periods affect the past, the pre sent and the future?
Highlights
It was in such a community that the “Project Period”, the purpose of this study was built
Higgins (2009) notes experiential education and community of a 300-student 9-12 sec ary school in a service learning are generally used interchangeably and he defines them as an approach to education that implicitly trusts the learner’s ability to learn through experience, rather than a movement for change that seeks to challenge mainstream education
Experiential education and service learning are complimentary to formal education
Summary
It was in such a community that the “Project Period”, the purpose of this study was built. Experiential education and service learning are complimentary to formal education They are powerful tools that leads to fundamental changes in the ways students learn and teachers teach. To (Eyler, 2009), experiential education necessarily takes students into the community, helps them to bridge classroom study and life in the world and transform inert knowledge into knowledge-in-use. She further states that it anchors on a process that enables the learner to interact with the world and integrates new learning into old constructs. It creates communities of learning that encourage cooperation and reciprocity among students, improves learning and is well suited to field-based projects
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