Facilitating Ethical Reflective Practice in the Context of Experiential Learning

Abstract

Recognizing the benefits and shortcomings of experiential learning for its participants, less is known about how experiential learning facilitators (i.e., teachers, coaches, leaders) reflect on, make sense of, and learn from experiential learning activities in their own practice. The purpose of this study is to explore the complexities of critical incidents that arise in experiential learning and teaching using an enactive lens. The enactive lens allows for more nuanced, complex insights than constructivist lenses allow. We show that facilitators are affected in multiple ways by their experiential teaching experiences, around the themes of validation, preparedness, control, emotions, and framing/reframing. We show experiential learning as a relational and embodied practice while discussing the importance of contextualizing experiential learning in safe-to-fail spaces and workplaces. We further develop a practical understanding of what it means to facilitate ethical reflective practice in experiential learning and teaching. By doing so we add to the body of experiential learning theory and pedagogy by encouraging facilitators to grow their experiential expertise by reflecting on their own critical incidents and engaging in more sharing with colleagues through experiential-teaching communities of practice.