Learning Through Experiences

Here I will place some of my research under this topic “learning through experiences” that I have used for my research paper, including the Nordic, Indigenous, and Montessori education practices. I will also include related supplementary research or media (videos/images/graphs) to compliment my work.  

Nordic experiential educational practices:

source: sanesimple.wordpress.com
Here is a picture I found during my research that will allow anyone who visits my portfolio to have a basic understanding of what “friluftsliv” is, before reading my research paper.
This is picture from our group’s week 5 in-class discussions on the Arne Naess reading.  
 
While researching “friluftsliv” , I found that Arne Naess’s literature appeared very often. Naess’s idea of ecosophy is related and has some similarities to the Nordic idea of “friluftsliv”.
Here is a Ted talk I found interesting when researching “Friluftsliv”. 

Lorelou Dejardin discusses the commercialization, the impact, and the benefits of friluftsliv; stating that friluftsliv bring out the best in people.. Dejardin also mentions the concept of “friluftsliv kindergartens” in Norway, and how there is no “bad weather” only “bad clothing”. Dejardin states that friluftsliv is so important and essential in Norway that even stereotypical “bad weather” will not stop people from engaging in it.  

Indigenous experiential educational practices:

Picture source: firstnationspedagogy.ca 

While researching Indigenous education I found these four elements (expirencing, reflecting, meaning making & acting) of learning to be essential to the Indigenous learning and education practice.
During my research I came across this video created by UNEC University. UNEC is creating and implementing more (guided) experiential learning courses into their university. While this does not fit my definition of experiential learning, I still believe this is an amazing incorporation to the university and will most definitely provide the students with a form of education not attainable within stereotypical “traditional schooling”.

This is a picture from our week 2 in-class group discussion.

“Emphasis on passing down knowledge/shared experience” is an Indigenous education method. This is an authentic form of knowledge, along with story telling that does not have a large focus on within “traditional education”; however, the benefits of implementing this would allow for more experiencing, reflecting, meaning making and acting within the classrooms. (FNPO, 2009)

Montessori experiential educational practices:

Source: montessoriacademy.com.au 

Within my research paper, I touch on the topic of Montessori schools.
I mentioned that while Montessori allows for more creativity, self directed learning, and self reflection, it still is not authentic “experiential learning” as I have defined.

However, this is absolutely not to take away from the importance and benefits Montessori holds, the incorporation of more Montessori schools would allow students to excel in areas they are passionate about. I believe it would also diminish the “boredom” or “lack of interest” that children feel in school as I have mentioned within my research paper.
Source: http://butlerschool.org 

While researching the differences between traditional schooling and Montessori schooling I found pictures just like the one above to be helpful to understand the differences between the two.