Would increasing the amount of experiential learning in elementary school classrooms promote more students to become more adaptable adults?
Sandra Borowski
302326867
EDUC 252 Introduction to Reflective Practice
June 15th, 2019
Would increasing the amount of experiential learning in elementary school classrooms promote more students to become more adaptable adults?
The traditional method of learning can be seen as a mental speedbump in regard to personal reflection, creativity, and self-discovery. The lack of development in these areas can affect us as functioning adults in society later in life. I believe that the traditional method of learning goes hand in hand with the traditional method of teaching, where a person is instructed how to perform a task in a specific manner. This can ultimately limit a person’s capacity to think freely and “outside the box”. I believe that experiential learning is the counter to these limitations. My interpretation of experiential learning is learning through trying new things and reflecting on experiences. I believe that experiential learning is learning without guidelines or expectations. There is much heavier reliance on self-discovery from individuals and group experiences and although these experiences still occur in traditional learning they are guided by instruction. Due to this, our experiences can be said to not have occurred naturally and we may become used to being guided into situations. With there being some skills that cannot be developed by instruction, such as interpersonal skills, developing relationships, or expanding creativity experiential learning is essential. Learning these skills at a young age, such as in elementary school, would potentially help develop our ability to adapt to changes within our lives by being more creative. This begs the question, would increasing the amount of experiential learning in elementary school classrooms promote more students to become more adaptable adults?
From a young age, we see that children can be easily influenced. There is a common expression stating, “children are a blank canvas”, due to the fact children can be so easily influenced at a young age. This begs the question who the influencers are. Parents, teachers, and peers are all influencers, but so are the children themselves. Children are naturally curious and when experimenting with new things children can be seen to have an idea and try it out, even if that idea seems illogical to adults. This can be considered pure, unguided experiential learning. However, when outside influencers such as parents or teachers get involved in traditional learning methods, this method of true unguided experiential learning can quickly be pushed to the side and ultimately be replaced by more guided, structured traditional learning practices instead.
The school system has more of an emphasis on traditional learning methods, however, the current system is significantly more progressive when compared to the decades prior (Ginsburg, 2007 pg. 183-184). Traditional learning methods involve the expectation to be able to perform a specific task after being given instruction. Traditional education generally involves a guiding force, whether that be a teacher or a textbook. Similarly, to what Paulo Freire described as the “banking concept of education” which is an analogy to our education system, stating that teachers place information into the student’s minds, only for the students to simply repeat it back (Kolb, 2014 pg. 28). This may be deemed as knowledge; however, it lacks all forms of creativity, free-thought, and critical thinking and instead perpetuates traditional common knowledge. As Leggo stated, “learning skills and facts is related to engaging with the curriculum of becoming human” (Leggo, 2014 pg. 49). This can be compared to Freire’s banking concept as it appears that humans must be able to internalize and regurgitate information exactly how it was taught in order to be deemed acceptable and knowledgeable in society. There are stereotypical areas of education that are deemed necessary by the school systems which include acquiring knowledge on subjects such as science, history, math, and language. Due to the increased emphasis on subjects such as these, children are in turn given less creative, and free time (Ginsburg, 2007 pg. 183-184). This decrease in creative time has led to schools creating “the lowest levels of happiness, by far” and many students claimed, “they were often bored, anxious, or both” (Gray,2017). So much so, that many students claim to have lost passion for learning as they age (Gray,2017). However, some claim that this loss of passion and drive from students has a silver lining as it is prepping them for the lack of passion and drive they will have in their future careers (Gray, 2017).
Regardless of the current education standard, pediatricians believe that an increase of free play and creative free time is not only healthy but is an essential part of childhood (Ginsburg, 2007 pg. 187). This is because it is believed in the field of pediatrics that having a large amount un-guided independent experiences allows children to, “to be creative, to reflect, and to decompress” and ultimately allows children to engage with their creativity and build interpersonal skills (Ginsburg, 2007 pg. 187). This un-guided free time especially outdoors in nature allows children to,” practice decision-making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue” (Ginsburg, 2007 pg. 183). However, when closely monitored and guided by adults, many of the benefits of this experiential learning are lost (Ginsburg, 2007 pg.183).
An issue with the traditional learning methods currently used in most schools is that there are certain things that cannot be taught from a textbook or constructed course. Learning interpersonal skills, a passion for nature, and creativity are just a few of the life skills that require experiential learning. These life skills cannot be graded with a letter grade, nor is there a certification that will confirm an individual is experienced in these areas of life. This type of experiential learning can be seen to be beneficial currently and throughout history in various cultures and institutions such as the Nordic culture, Indigenous culture, and Montessori schools.
A Nordic way of education derived from being in nature is called, “Friluftsliv” which translates to “open-air living” (Savage, 2017). The idea of frilusftsliv is about, “love and respect for nature, attitudes one does not learn reading or teaching, features that can only be learned by experience” (Gelter, 2000 pg. 83-84). Friluftsliv emphasizes the importance of environmental education and does this by creating a connection to the “more-than-human world” (Gelter, 2000 pg. 77). This connected feeling to nature is similar to Naess’s ideas of having deep experiences with the outdoors, which allows for more commitment to nature (Harding, 1997 in Gelter, 2000 pg. 78). The idea behind friluftsliv incorporated within children’s schooling is that a child who is naturally taught to love the outdoors and nature will be more inclined to protect it (Schonfeld et Al., 2004 pg.121).It is also thought that children who are encouraged to engage in friluftsliv will continue to do so within their adult lives, as children are easily influenced and lifelong habits are created young (Schonfeld et al., 2004 pg.121). It has also been reported that children’s unguided play in nature allows for more creativity; even more so then unguided play within a playground (Schonfeld et al., 2004 pg.121). I believe this is due to the fact that playgrounds can confine a level of creativity; swings are simply just made to swing, and it is difficult to see them any other way. However, a tree stump maybe a chair, table, or part of an obstacle course. Children who engage in frusitluftliv, or simply spend large portions of time in an unguided natural setting are seen to, “develop better, both physically and mentally, feel better, find it easier to concentrate, and suffer less from stress, allergies, etc.” (Gelter, 2000 pg. 89). This is something that can possibly counter the boredom and lack of interest we see in older school age children as discussed prior. The ideas of fruiluftsliv and experiential education also relate to Indigenous education practices.
Indigenous education practices also place a heavy reliance on experiential learning; this process of Indigenous experiential learning, “entails the making of meaning from direct experiences – through reflection on doing or action” (FNPO, 2009). The Indigenous way of education is an authentic method that we see in all areas of life, starting from infancy (FNPO, 2009). This aspect of learning is highly useful; however, it is not seen often within mainstream education (FNPO, 2009). The Indigenous education practices of, “experiencing, reflecting, meaning making, and acting” have positive effects on the learner as it allows the learner to engage in developing a “holistic and well-developed self-directed and self-initiated lifelong learning approach to their own education” (FNPO, 2009). Dr. Marie Battiste states, Indigenous learning, “has a preference for experiential knowledge” and values an individual’s ability, “to learn independently by observing, listening, and participating with minimum intervention or instruction. This pattern of direct learning by seeing and doing, without asking questions, makes Aboriginal children diverse learners.” (FNPO, 2019). To further encourage children to obtain such skills, Indigenous experiential education practices should play a large role within mainstream education.
Montessori schools also hold some of these experiential learning experiences within a “traditional” school setting (MNW, n.d). Montessori is based on self-directed learning (MNW, n.d). Oftentimes, this method of learning is hands-on, creative and is slightly customized to student’s interests (MNW, n.d). Montessori schooling began with Dr. Maria Montessori, who is an important factor in the development of experiential learning implemented within the current school systems (“Maria Montessori”, 2011). Dr. Montessori created the “learn-by-doing philosophy”, which has similarities to Indigenous education and Nordic education practices (“Maria Montessori”, 2011). Montessori educational practices focus on challenging the student’s emotions while encouraging self-exploration and self-development (“Maria Montessori”, 2011). While there is an emphasis on experiential, and self-directed learning there is still a teacher present who will guide the processes (MNW, n.d). While not entirely fitting my personal definition of ‘experiential learning’ as discussed above, this education practice may be seen as a middle ground between the current modernized traditional education system and authentic experiential self-directed reflective learning.
Many life skills that are acquired outside of traditional schooling play a large role in becoming adaptable adults within the workplace (Hiresuccess, 2019). The ability to adapt and “think outside the box” in the workplace is more sought after than ever (Hiresuccess, 2019). We see this “thinking outside the box” mentality encouraged heavily within other cultures and institutions as discussed above. This emphasis on the Nordic, Indigenous or Montessori way of education all provide children with skills that cannot be taught from a book; skills that will aid children to become adaptable adults (Hiresuccess, 2019). Adaptable people are more willing to give change a chance and work well with others (Hiresuccess, 2019). Whereas inflexible and non-adaptable people are reluctant to change and are not open to new ideas (Hiresuccess, 2019). As mentioned previously, many children no longer have passion or excitement,” for learning by the time they’ve reached middle school or high school”, insinuating the critical time for children’s relationship with learning is in elementary school (Gray, 2017). Young elementary school children are undeniably curious, creative and excited. However, the implementation of the traditional education system does not truly encourage authentic experiential learning, passion, and creativity; instead, it appears to diminish it and does this by limiting critical thinking, free thought, and personal reflection.
We see that from a young age, children are easily influenced, and their futures can depend on the development of certain skills. Schools and traditional learning methods such as textbooks and instructors can only go so far. With the lowered amount of emphasis on creative thinking and reflecting for today’s youth in school, we see the evidence that points towards less adaptable adults. It is due to this that it is reasonable to assume that increasing the amount of experiential learning or incorporating more of other cultures experiential learning education methods in elementary school classrooms would promote more creative thinking which would lead to more adaptable adults.
References
FNPO. (2009). Experiential. Retrieved June 14, 2019,
from https://firstnationspedagogy.ca/experiential.html
Gelter, H. (2000). Friluftsliv: The Scandinavian Philosophy of Outdoor Life. Canadian Journal of
Environmental Education, 5, 77-92. Retrieved June 13, 2019,
from https://cjee.lakeheadu.ca/article/view/302/803.
Ginsburg, K. R. (2007, January 01). The Importance of Play in Promoting Healthy Child
Development and Maintaining Strong Parent-Child Bonds. Retrieved June 4th, 2019,
from https://pediatrics.aappublications.org/content/119/1/182.short
Gray, P. (2017, April 19). Is the American School System Damaging Our Kids? Retrieved June
4, 2019, from https://www.rd.com/advice/parenting/american-school-system-
Inflexible – Adaptable. (n.d.). Retrieved June 4, 2019,
from https://www.hiresuccess.com/help/inflexible-vs-adaptable-personality-types-at-
Kolb, D. A. (2014). Experiential learning- experience as the source of learning
and development (2nd ed.). Pearson Education Limited.
Leggo, C. (2014). Learning Poetically. Speaking of Learning…, 43-69. doi:10.1007/978-94-
6209-716-2_3
Maria Montessori. (2011). Retrieved June 14, 2019, from http://experiential learn.com/maria-
montessori.html
MNW. (n.d.). What is Montessori Education? Retrieved June 14, 2019, from https://montessori-
nw.org/what-is-montessori-education
Savage, M. (2017, December 11). Capital – Friluftsliv: The Nordic concept of getting outdoors.
Retrieved June 13, 2019, from http://www.bbc.com/capital/story/20171211-friluftsliv-the-
nordic-concept-of-getting-outdoors
Schonfeld, H., O’Brien, S., & Walsh, T. (2004). Questions of Quality. The Centre for Early
Childhood Development & Education, 1-418. Retrieved June 13, 2019,
From https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/books-and-book-chapters
/CECDE_Questions-of-Quality_2005.pdf#page=122
Does experiential learning create more adaptable adults? 