Philosophy of Experiential Education

This comparative case study of teaching and learning experience explores connected learning design principles to improve engagement in higher education and weave sustainability practice into introductory environmental science curriculum through the integration of community, place, peer support, networking, and technology. For this study teaching and learning took place in multiple settings, online and in a brick-and-mortar classroom, and in students' communities. We set out to ask: In what ways might the implementation of connected learning principles be used to improve engagement and weave sustainability into environmental science curriculum, broaden interest in science literacy, and encourage community action in introductory higher education courses? Comparative analysis and collaborative autoethnography methodologies were utilized to compare professor experiences for analysis and synthesis of patterns. Findings suggest that connected learning curriculum can broaden access to science, improve engagement, and help weave sustainability into a variety of courses by presenting students with relevant applied opportunities, connections and critical thinking about place and community, peer support and intergenerational connections, networking, and technology. Students can also gain a sense of agency and career relevance especially important to students who might otherwise feel they cannot "do science" or make a difference in a changing world. Lastly, this approach can improve instructors' teaching experiences by relieving time and content constraints to incorporating sustainability into other course subjects as students submit more interesting passion-driven work, and are encouraged to network with and learn from individuals (family, community, and scientists) outside the classroom they may not have otherwise sought out.

This comparative case study of teaching and learning experience explores connected learning design principles to improve engagement in higher education and weave sustainability practice into introductory environmental science curriculum through the integration of community, place, peer support, networking, and technology. For this study teaching and learning took place in multiple settings, online and in a brick-and-mortar classroom, and in students' communities. We set out to ask: In what ways might the implementation of connected learning principles be used to improve engagement and weave sustainability into environmental science curriculum, broaden interest in science literacy, and encourage community action in introductory higher education courses? Comparative analysis and collaborative autoethnography methodologies were utilized to compare professor experiences for analysis and synthesis of patterns. Findings suggest that connected learning curriculum can broaden access to science, improve engagement, and help weave sustainability into a variety of courses by presenting students with relevant applied opportunities, connections and critical thinking about place and community, peer support and intergenerational connections, networking, and technology. Students can also gain a sense of agency and career relevance especially important to students who might otherwise feel they cannot "do science" or make a difference in a changing world. Lastly, this approach can improve instructors' teaching experiences by relieving time and content constraints to incorporating sustainability into other course subjects as students submit more interesting passion-driven work, and are encouraged to network with and learn from individuals (family, community, and scientists) outside the classroom they may not have otherwise sought out.

Scholars and researchers commonly understand that environmental factors have a profound influence on academic performance (Noguera, 2003). Student academic performance is directly influenced by socio-economic, psychological, and environmental factors (Oduol, 2006). Although educators cannot change a student's socioeconomic standing, genetic predispositions, or ability level, changes in the school environment can improve a student's chances for academic success (Lehr, 2004). Therefore, with a positive school climate, children from economically depressed urban areas have a chance to get quality education and realize high academic achievement (McEvoy & Welker, 2000). A positive school climate is an important component of successful and effective schools and thus is often an aim of school wide initiatives (Griffith, 2000; Koth, Bradshaw, & Leaf, 2008; Lehr, 2004). It makes a school a place where both staff and students want to spend a substantial portion of their time; it is a g...

This article aims to interrogate Japanese theorist Sōetsu Yanagi's philosophical writings on Zen Buddhism and Zen aesthetics (as expounded in his essays published in The unknown craftsman: a Japanese insight into beauty), as well as the being-historical writing of Martin ...

Now the question arises as to how we can legitimate this hermeneutical conditionedness of our being in the face of modern science. We will certainly not accomplish this legitimation by making prescriptions for science and recommending that it toe the line-quite aside from the fact that such pronouncements always have something comical about them. Science will not do us this favor. It will continue along its own path with an inner necessity beyond its control and it will produce more and more breathtaking knowledge and controlling power. It can be no other way. (Gadamer 1977, p. 10) .

Book Review
Successful Internship
Experiential Education
NSEE Quarterly
Internships are by definition civic and public in nature. No internship exists in a vacuum. This notion is the essence of the Third Edition of The Successful Internship: Personal, Professional and Civic Development, by Drs. H. Frederick Sweitzer and Mary A. King. This new edition of a standard work provides an indispensable survey of what constitutes a successful internship, including the processes, models and resources that enable a student to enter and better understand the professional world. It is ideally suited for educators and practitioners who supervise and work with interns connected with educational institutions.

In the last issue I had republished a piece I wrote entitled "Challenge by Choice as Professional Enabling. " In a recent issue of the Northeast Regional newsletter Charles Parry questioned the validity of "challenge by choice " as a principle of practice. In several recent discussions on the internet the notion of "challenge by choice " as a basic principle has been put forth, almost as doctrine. I continue to remain intrigued with how "challenge by choice " remains for me both a viable yet problematic principle. In this article I will outline how understanding and living the basic philosophical tenants of experiential education can help in correctly applying the principle of "challenge by choice." In an attempt to further illuminate the principle of "challenge by choice " I've reviewed some of Kurt Hahn's writings. For those unfamiliar with him, Kurt Hahn is the founder of Outward Bound, Gordonstound, the Salem ...

Effective professional development (PD) programmes may deepen teachers' understanding, transform their assumptions and beliefs and thus change their teaching practice. This article is part of a research project and focuses specifically on the views of teachers from two schools on implementing invitational education (IE) intentionally in their schools to achieve improved learner success. An explorative, descriptive qualitative research design was considered the most suitable method to address the research problem. Purposive sampling was used for the study since it focused on two schools that had applied for the inviting school award from the International Alliance of IE in 2010. An awareness PD programme was conducted at each of the schools. Data was collected obtaining participants' views in naïve sketches on how they envisaged implementing IE to make their schools intentionally more inviting. The following categories emerged from the data: assuming an intentionally inviting stance; four levels in the IE model; four dimensions in the IE model, and appreciation for the IE workshop.

This article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff's positive perceptions of professional development (PD) programs on IE and strategies in which IE can be implemented. The findings explain how the first three phases of AI: discovery, dreaming and design manifest in the study. The following categories and subcategories emerged: The best practices (The role of leadership: setting the tone; the role of teachers: necessity to be actively involved in IE); and Dreaming and designing: recommendations for effective strategies to implement IE.

Předkládaná přehledová stať vychází z kontextu střetávání/potkávání spirituality a sociálních věd. Zaměřuje se na rámec metodologických rozvah zkoumání spirituality. Studie si klade za cíl odpověď na otázku: Jaké tematické celky se objevují v soudobé literatuře sociálních věd v souvislosti s aplikovanou výzkumnou metodou při studiu spirituality? Pro účely statě bylo využito dostačujícího literárního přehledu. Z původních 139 textů, které odpovídaly stanoveným kritériím, bylo do přehledu po provedení screeningu abstraktů a celých textů zařazeno 32 statí. Ty byly analyzovány co do tematických celků, které je možné identifi kovat z hlediska aplikovaných výzkumných metod. Data poukazují především na to, že spiritualita není všemi chápána jako analytický koncept, a to především vzhledem k nespecifi čnosti a vágnosti konceptu. Z této rozvahy následně také vyplývají další identifi kovaná témata. Výstupy mohou být využity jako počáteční orientace pro ty výzkumnice a výzkumníky, kteří se rozhodnou téma spirituality zkoumat. Pro praktikující pomáhající profesionály pak může nabídnout základní interpretační rámec k textům, které se věnují spiritualitě v rámci pomáhajících profesí.

T'1;is pap~r examines the implementation of Outdoor Education in South Australian schools and investigates the influences on this c~c~lum are~. T~e data obta~e~ describe influences on the nature of programmes as including Outward Bound and other tr~g orgarusations. The major influence on the scope of Outdoor Education appears to have •been commonwealth and state funding~ as suggested by the increase in participation by state schools in the late 1970'5 and early 1980's. This investigation forms the baSIS for further study of the nature and scope of Outdoor Education in South Australian Schools.

Classroom learning is a shared experience where ideas and concepts are shaped by the interactions between students and teachers. Different cultural backgrounds of the students compared to the teacher can increase misconceptions or confusion. Although the effective teacher may plan for a range of questions to promote classroom discussion, the more cultural diversity exhibited within a classroom, the greater the likelihood for miscommunication. The intentionally inviting teacher understands different does not mean deficient. This type of effective teacher handles miscommunication, misconceptions, or conceptual confusion by empowering the diverse learner to actively seek or provide greater clarity. By contrast, when a culturally diverse learner's response does not fit the instructor's preconceived expectations, the intentionally disinviting teacher can disable the learner's continued inclusion in class dialogue. As a foundational system for responsive classroom management, Invitational Education theory aligns with culturally responsive teaching practices. A key feature of culturally responsive teaching is presentation of knowledge in a way that builds upon the cultural knowledge, experience, and performance styles of the student. This practice-based analytical paper describes the authors' attempts to apply tenets of Invitational Education theory to optimize responsive communication within the culturally diverse undergraduate classroom.

The aim of the research is to compare the well-being and social life of people over sixty years of age depending on the degree of national spirituality. The goal is to capture and describe the quality of life and spirituality among the Bhutanese, Norwegian and Chinese populations in comparison with Czech participants, mainly by semi-structured interviews and the use of interpretative phenomenological analysis serving as a tool for evaluating given interviews. For research work, it is crucial to contribute to the understanding of phenomena that can lead to greater seniors' satisfaction, which is important because the amount of these people is still increasing. The current results have shown a big difference between the religion in Norway and Bhutan, the country of happiness. There was found a strong belief in Tibetan Buddhism among Bhutanese participants so far. None of the participants considered himself an atheist or a person with non-religious spirituality. All respondents showed a high level of satisfaction with life, and they often experienced joy. They come from well functional families and are happy with themselves. Norwegian participants are mostly agnostic or non-religious spiritual persons. None of them has proved to be a practicing believer nor a strict atheist. They felt the sense of life primarily in sport and in nature, they often mention crosscountry skiing as a way of getting closer to the spirit. Furthermore, the intention is to extend the research on other nations.

The aim of the research is to compare the well-being and social life of people over sixty years of age depending on the degree of national spirituality. The goal is to capture and describe the quality of life and spirituality among the Bhutanese, Norwegian and Chinese populations in comparison with Czech participants, mainly by semi-structured interviews and the use of interpretative phenomenological analysis serving as a tool for evaluating given interviews. For research work, it is crucial to contribute to the understanding of phenomena that can lead to greater seniors' satisfaction, which is important because the amount of these people is still increasing. The current results have shown a big difference between the religion in Norway and Bhutan, the country of happiness. There was found a strong belief in Tibetan Buddhism among Bhutanese participants so far. None of the participants considered himself an atheist or a person with non-religious spirituality. All respondents showed a high level of satisfaction with life, and they often experienced joy. They come from well functional families and are happy with themselves. Norwegian participants are mostly agnostic or non-religious spiritual persons. None of them has proved to be a practicing believer nor a strict atheist. They felt the sense of life primarily in sport and in nature, they often mention crosscountry skiing as a way of getting closer to the spirit. Furthermore, the intention is to extend the research on other nations.

In the context of Posthuman Studies, attention towards education is gaining increasing significance to address the anthropocentric axioms embedded in contemporary worldviews. What is posthumanist education? This paper addresses this question affirming the importance of embodying posthumanist theory in practice. Attention will be dedicated to three original keywords: selves-care; flex(st)ability; commUnity. They will be investigated as possible posthumanist focuses to respond to current educational needs. This paper is not purely theoretical; it is anchored in material experiences that are being explored by posthuman communities worldwide. We will reflect, more specifically, on the Posthuman Summer Camp, a collaborative event organized by the Italian Posthuman Network (Italy, August 10–13 2023). In this essay, the realities and possibilities that emerged during the first edition of the Camp are embraced as embodied and embedded, experiential and experimental – clearly, existential – praxes, enlightening our vision quest on posthumanist education.

In diesem Paper werden die Entstehung von Outward Bound und der fourfold achievments dargestellt um 1941 in Kurt Hahns Arbeiten dargestellt und seinen Versuch sich gegenüber der nationalsozialistischen Bildungspraxis abzugrenzen. Die Wurzeln der modernen Erlebnispädagogik liegen nicht in Salem der Zwischenkriegszeit sondern in der Entstehung von Outward Bound in Großbritanien

In search of the Divine, we fail to realise that He (or it), let alone the mere idea thereof has assumed one of the most pivotal roles in determining mankind's direction, ethics, and overall view of the world by guiding its moral compass... But what of the Divine in light of objective inquiry, and what of the secular conceptions thereof - to which the following thesis seeks to address.

Kurz pobytu v letní přírodě (dále KPLP) je jedním z předmětů, který patří do základu kurikul všech studijních oborů na Fakultě tělesné kultury Univerzity Palackého v Olomouci. Přes jeho jasné a silné postavení v kurikulech, založené na sportech v přírodě, jej garanti pro studijní obor Rekreologie již od samého počátku v roce 1994 uchopili v duchu metod zážitkové pedagogiky. Na základě inspirace metodikou Prázdninové školy Lipnice pro přípravu a vedení autorských zážitkových kurzů vytvořili speci ický kurzový styl intenzivního programu vědomého učení prožitkem a holistické výchovy. V textu článku prezentujeme kompilaci vybraných výstupů kvalitativní sondy se sedmi vedoucími instruktory KPLP, jež vedli kurzy mezi roky 1995-2018, s názory tří stávajících vedoucích instruktorů a dvou současných garantů a vedoucích kurzu. Cílem textu je zprostředkovat zkušenosti s dosavadní realizací předmětu KPLP, představit klíčová vodítka pro aktuální pojetí, poskytnout zpětnou vazbu související s jeho praktickými dopady a v neposlední řadě skrze zmíněné nabídnout inspiraci dalším pracovištím. Závěrem je formulace 10 doporučení, které charakterizují současné pojetí předmětu KPLP zaměřeného mimo jiné i na osobnostně-sociální rozvoj účastníků. Klíčová slova: rekreologie, zážitková pedagogika, intenzivní program, vědomé učení prožitkem, holistická výchova Kurz pobytu v letní přírodě (dále KPLP) je jedním z předmětů, který patří do základu kurikul všech studijních oborů na Fakultě tělesné kultury Univerzity Palackého v Olomouci. Jeho obsahová náplň byla standardně napříč vyučovanými obory založená na realizaci sportů v přírodě. Avšak obsah předmětu KPLP pro studijní obor Rekreologie-pedagogika volného času (dále RK) garanti předmětu již od samého počátku vzniku tohoto oboru v roce 1994 pojali v duchu metod zážitkové pedagogiky.

So uth African schools are constantly faced with evolving needs and challenges characterised by change. As in other countries, schools in South Africa encounter pressure to 'produce more for less' and at the same time to a ch iev e c ertain goals and standards. Transforming schools into inviting institutions requires a paradigm shift among the principals and staff. The International Alliance for Invitational Education views invitational education (IE) as a means of changing classrooms into inviting places an d altering the climate at schools. I focus on the way in wh ich a prim ary sch ool in G au ten g p rovin ce , wh ich rece ive d th e p restigious Inv itatio na l Edu ca tion award f or be ing inv iting, s uc ce ed ed in adh ering to the assumptions of IE. In a qualitative investigation I explored the principal and educators' perceptions of the way in which the school adhered to the four IE assump tions.

Effective professional development (PD) programmes may deepen teachers ’ under-standing, transform their assumptions and beliefs and thus change their teaching practice. This article is part of a research project and focuses specifically on the views of teachers from two schools on implementing invitational education (IE) intentionally in their schools to achieve improved learner success. An explorative, descriptive qualitative research design was considered the most suitable method to address the research problem. Purposive sampling was used for the study since it focused on two schools that had applied for the inviting school award from the International Alliance of IE in 2010. An awareness PD programme was conducted at each of the schools. Data was collected obtaining participants ’ views in naïve sketches on how they envisaged implementing IE to make their schools intentionally more inviting. The following categories emerged from the data: assuming an intentionally inviting stan...

This paper proposes a framework integrating three therapeutic modes, namely Acceptance and Commitment Therapy (ACT), Outdoor Therapy and Group Therapy. We describe the ACT-GRO (ACT-Group Outdoor) Framework, its components, rationale behind the proposed Framework and explain how each component enhances the other and can be viewed as a system of systems-a term borrowed from engineering-requiring each system to be autonomous, connected, and diverse, with a common purpose and a commitment to a greater outcome. In the second part, we describe how the three therapeutic modes working in an integrative way meet Baldwin's criteria of a system of systems. Finally, we discuss challenges and call for directions for future research.

The study aimed at developing the required pragmatic skills and the use of language functions for the 3 rd year prep school students through the romantic and the philosophical understandings of the imaginative approach .Participants of the study were randomly selected and divided into two groups (30 for the experimental group and 30 for the control group). The study used a pragmatic skill test and a language functions test. The necessary pragmatic skills for the 3 rd year prep school students were determined through the use of a checklist approved by a jury of specialists in teaching EFL. During the experiment, the experimental group received instruction through using the romantic and the philosophical understandings of the imaginative approach while the control group received regular instruction. The experiment lasted for two months. The analytical descriptive method and quasi experimental design were followed. The statistical analysis of the obtained data from the two administrations of the pragmatic test and the two administrations of the language functions test confirmed the effect of the romantic and philosophical understandings of the imaginative approach on developing pragmatics skills and language functions for the 3 rd prep school students. Thus, the aim of the study was achieved as using the romantic and philosophical understandings of the imaginative approach showed a large effect size on developing pragmatics skills and language functions for the 3 rd prep school students. Based on the results, it was recommended that developing pragmatics skills and language functions for the 3rd prep school students through other kinds of understandings of the imaginative approach.

The present study examined the school climate of various types of schools in Tehran Iran. School climate was defined as the perceptions of 9 th grade pupils in five areas: People, Programs, Policies, Processes, and Places based on the Invitational Theory and Practice paradigm. In this study we examined the climate of three types of schools: public, government samples, and nonprofit schools. In order to examine this, a valid and reliable instrument that measure the perceptions of school climate was needed. Therefore, the researchers used the Inviting School Survey (Revised Version 2015, ISS-R) based on an investigation of the factor structure, validity and reliability of the ISS-R (translated form). Results showed that translated version of ISS-R had an acceptable internal consistency, Cronbach's alpha coefficient for the total scale was 0.96 and for subscales was between 0.73 and 0.92 and confirmatory factor analysis confirmed that the structure of the translated version of ISS-...

CoNCluSIoN: Rethinking Online Course Design and Teaching-ix-ACkNowleDgemeNtS The inspiration for this book came first from our students, who challenge us to become better teachers and often serve as a test population for new teaching strategies. Their criticisms and suggestions have helped us refine many of the ideas presented here. We are also grateful to our colleagues in the Faculty of Health Disciplines at Athabasca University-inspiring educators who continually refine their teaching approaches. Many of them responded generously to our call for information about teaching techniques and activities that they have found to be productive and that we might include in this book. We extend our sincere thanks to Carol Anderson, Diana Campbell, Cheryl Crocker, Sharon Moore, and Joyce Springate for their contributions. Finally, a special thanks to Katherine Janzen, with whom the theory of quantum learning originated and who graciously agreed to write a chapter for the book on that topic.

Sense of place describes both affective and cognitive — emotional and intellectual — connections to place. Affective outcomes, tied to arts and humanities education, can facilitate these connections. But little research explores environmental science, arts and humanities (eSAH) curricula on place relationships. Additionally, most research on the sense of place focuses on repeated visits to a place over time, rather than short-term experiences like a field trip. Finally, digital technology is a growing trend across science education, but little research investigates its use in field-based contexts. Our research begins to address these gaps. This article describes an eSAH field trip for middle and high school learners. Using a conventional content analysis, we present pilot data from two high school field trips. Our findings illuminate a framework for understanding active and passive place relationships in the context of short-term interdisciplinary field learning experiences.

Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners' imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan's theory of imaginative development. From this theoretical collision, a new framework emerges that gives greater weight to the connections between experience and imagination, and that may help to guide new forms of democratic educational practice.

The study Freedom from Dialogue: The Work of Radim Palouš in Conversation with Selected Philosophers and Theologians of Education presents the main themes of the life work of Radim Palouš, a prominent Czech philosopher of education working in the tradition of Comenius and Patočka. From those key themes, the author selects the concept of education and the concept of freedom and examines these in selected philosophers of education and theologians of education from around the world who also produced their works in the twentieth or even twenty-first century, as Radim Palouš did. The purpose of the study is to provide contemporary educators and teachers with inspiration to deepen and develop the meaning of their activity, which consists in education and training, in cultivating man, or in bringing man to a free and responsible life, as this study particularly wants to emphasize. Jacques Maritain, Joseph Pieper, James Vincent Schall and Stratford Caldecott have been chosen as philosophers of education and theologians of education. All of them have dealt with the theme of freedom and the liberal arts and have attempted to suggest in their writings how man today might also be brought to the goal of educational endeavour, to the free assumption of his own responsibility for education. At specific points in the writings of selected philosophers and theologians of education, it is shown that true freedom is not created by human construction but is born in dialogue. Therefore, through a kind of dialogue between the Czech thinker and selected foreign thinkers, inspiration for today is sought. This is the first book publication in Czech that deals explicitly with theology of education and philosophy of education, their interrelationship, correspondences and differences.

Care is one of the five core elements of invitational theory, and plays a central role in invitational education. In this conceptual paper, the author explores the link between care theory and invitational theory, highlights key elements of the care-theory dialogue, and reviews key research findings about the characteristics of caring teachers. Recognizing that care, itself, is far more complex than a simple checklist of caring behaviors might suggest, the author concludes by considering a number of implications for educational practice.

Studie pojednává o problematice pedagogické humanizace. Autor analyzuje a identifikuje příčiny moderní krize lidskosti i jejího pedagogického utváření, jež spočívá v antropologickém redukcionismu souvisejícím s postosvíceneckou restrikci transcendentního rozměru humanity. Jako alternativu k problematické moderní antropologii studie předkládá Komenského pojetí lidskosti, které skýtá inspirativní materiál pro humanizační úsilí současné pedagogiky.

Studie pojednava o problematice pedagogicke humanizace. Autor analyzuje a identifikuje přiciny moderni krize lidskosti i jejiho pedagogickeho utvařeni, jež spociva v antropologickem redukcionismu souvisejicim s post-osviceneckou restrikci transcendentniho rozměru humanity. Jako alternativu k problematicke moderni antropologii studie předklada Komenskeho pojeti lidskosti, ktere skýta inspirativni material pro humanizacni usili soucasne pedagogiky.

During a quantitative study with a correlational design, a sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a digital survey that combined the Genos 360 EI Assessment-Concise Rater with the Inviting School Survey-Revised. Subsequent simple linear regression procedures found Emotional Self-Control [β = 0.486, t(74) = 2.016, p = 0.052] and Emotional Management of Others [β = 0.494, t(74) = 2.310, p = 0.027] predict a strong relationship in the positive direction between four of the five Inviting School Survey-Revised (ISSR) domains of school climate. By contrast, analysis of the Emotional Self-Awareness [β = 0.172, t(74) = 0.816, p = 0.420] results identified a strong relationship in the negative direction between all five ISS-R dimensions of school climate. Results affirmed previous research that indicated the leader’s overall emotional intelligence, rather than the leader’s self-awareness alone, influences the followers’ perception of...

Katedra pedagogiky, Teologická fakulta, Jihočeská univerzita vČeských Budějovicích Abstrakt: Slovo animace se používá v různých souvislostech (film, divadlo, počítače, kultura). Předmětem této studie je animace v kontextu sociální pedagogiky, sociální práce a pastorace. Význam animace pro pedagogiku spočívá v nedirektivním výchovném působení, které animační přístup umožňuje. Podstata animačního přístupu se odvozuje nejen z etymologie slova animace (oživení), ale také z jejího chápání v konkrétním historickém vývoji. Autoři podrobně analyzovali vývoj animace ve Francii a posléze i v dalších zemích (Itálie, Německo, Švýcarsko, Velká Británie,Česká republika, Slovensko). Vycházeli přitom jak ze základních děl renomovaných autorů oboru (Gillet, Opaschowski, Pollo), tak ze srovnání jednotlivých-často útržkovitých-informací, které je možné najít o animaci v pedagogické literatuře. Výsledkem je pokus o formulaci společných i rozdílných rysů jednotlivých druhů animace, jak se s nimi můžeme setkat ve společenských vědách v evropském prostoru. Ukázalo se, že všechny současné druhy animace vznikají na základech tvořených alespoň dvěma zečtyř sociálních veličin: společnost-výchova-kultura-umění.

Competency-based Programmes, Activities and Outcomes
The rapid shifts in the world of work are complex, students need to develop competencies skills and capabilities for a world that will require virtual intelligence and computational skills. The University is currently developing a Co-Curriculum Competency Framework that will address the developmental needs of our graduates in response to a VUCA world, a world filled with Volatility, Uncertainty; Complexity and Ambiguity. Competencies are carefully aligned to outcomes and activities that will develop transferable knowledge skills and capabilities, dispositions and traits. Students develop understanding and ability to influence global and cultural issues, be able to learn from and work with people of diverse backgrounds, more importantly how to lead ethically and authentically. This fosters development of behaviors and patterns that include caring for the environment and creating social harmony, flexible attitudes and developing a deep appreciation for our shared humanity.

PERSONAL SKILLS:
Skills that demonstrate the ability to act responsibly towards others and self, showing respect; adaptability; care; understanding the humanity of others

Emotional Intelligence (Bar-on Model)
Resilience: the ability to self-regulate one’s emotions. In rapidly changing unpredictable environments highly resilient individuals are able to maintain a positive emotional state. Resilient people are able to influence converse situations towards constructive outcomes.

PEOPLE SKILLS
The ability to leverage off diversity and to engage well within a broad spectrum; being able to manage culture and diversity through building effective relationships.
This capability feeds directly into social intelligence through the ability to take cross-cultural differences into account when leading and working with diverse groups of people.

APPLIED KNOWLEDGE
Interactive team cognition and adaptive style thinking - moving towards a world where technology is a team member. Sense-making skills will become crucial in a world with mechanical systems and algorithms as key decision-making instruments.

WORKPLACE SKILLS
Media literacy requires the ability to mediate messages or information conveyed by media in the digital age.  Core will be social media and communications on multiple platforms.
Design Mindset is an approach to problem solving for real-world situations as well as intangible services. Described as the actuation of thoughts and beliefs into organisational processes. Also considered as human-centered capability, requiring new insights and solutions to problems
Transdisciplinary Approaches is the integration of disciplines such as health sciences; law; engineering etc. Considered an important tool for life-long learning.

Debriefing is the most important part of a simulation.  That is why this is a key chapter in this book.  The chapter contains several sections, each one offering insights, guidance and stories for debriefers.  The central sections of this chapter look at various aspects of debriefing, such as what it is and when, why and how we should conduct it.  Each section looks at debriefing, not from a theoretical stance, but from a practical, down-to-Earth perspective.

SU Vision 2040

A Transformative Student Experience

Institutional goals to achieve a transformative student experience

•Provide a unique, personalised student experience that serves as a catalyst for transformational change amidst opportunities for engagement and development through a first-class academic offering, which prepares graduates to lead and excel in a diverse world.
•Develop our students’ graduate attributes so that they can be 21st-century citizens and achieve their full potential.
•Strengthen strategic enrolment management to enhance access and inclusivity.
•Enhance our student success rate through educational innovation.
•Deliver comprehensive, premium-quality support services to our student community.
•Enhance and expand engagement opportunities for our substantial alumni community.
•Create relevant opportunities for work-integrated learning towards a successful career and positive societal impact.

This article uses an unconventional format to problematize a common dichotomy found in the theory and practice of experiential education. The article comprises the contributions of five authors and begins with one author’s description of a potential real-life scenario that provokes the question of whether an art history lecture might be understood as experiential education. Three of the remaining coauthors respond individually and independently to this question, and the final author joins with the first in the concluding comments section. The key consensus of the responding coauthors is that simplistically equating the Deweyan notion of primary experience with physical, tactile activity is a limited and limiting understanding of experience in education and that in fact, under the correct circumstances, a lecture can and even should be part of experiential education. Beyond this, the authors encourage educators to think carefully about the educational trajectory and contextual histor...

Despite Nilsson coining the term 'Internationalisation at Home' in 1999, discussion of internationalising the curriculum is still dominated by ways of inducting international students into 'How the West is Done' (Doherty and Singh, 2005). Research has repeatedly shown that the focus of internationalisation needs to be on the majority home student (Dunne, 2009; Haigh, 2009a; Henderson, 2009), yet universities generally

South African schools are constantly faced with evolving needs and challenges characterised by change. As in other countries, schools in South Africa encounter pressure to ‘produce more for less’ and at the same time to achiev e c ertain goals and standards. Transforming schools into inviting institutions requires a paradigm shift among the principals and staff. The International Alliance for Invitational Education views invitational education (IE) as a means of changing classrooms into inviting p laces an d altering the c limate at scho ols. I focus on the way in which a prim ary sch ool in G auten g p rovin ce, wh ich rece ive d th e p restigious Inv itational Education award f or be ing inv iting, succeeded in adhering to the assumptions of IE. In a qualitative investigation I explored the principal and educators’ perceptions of the way in which the school adhered to the four IE assumptions.

Schools can be described in many different ways and by many different actions. "They are places where people work, people play, where people make friends, people get hurt or annoyed, where people are forced to go, people love to go, where people waste their time, and where people learn" (Gaffney, 1991, p. 12). Schools can also be regarded as places where people are invited to learn and to realize their relatively boundless potential (Purkey & Novak, 1984). To achieve this aim, it is important that an atmosphere conducive to learning and development be created in schools. Every year many schools around the world and especially in the United States of America are awarded the Inviting School Award by the International Alliance for Invitational Education. Schools that receive this award distinguish themselves by practicing the assumptions of invitational theory. They complete questionnaires and submit other documentation to illustrate how they have incorporated the beliefs of invitational theory into educational practice. This article summarizes visitations, observations, and interviews performed at eleven schools that were awarded the Inviting School Award in the U. S. The author performed this field research to determine ways that these schools incorporate an invitational philosophy. In particular, this study examines how two assumptions of invitational theory manifest themselves in these eleven schools. These two assumptions are: (1) People are able, valuable and responsible and should be treated accordingly; and (2) Education is a collaborative, cooperative relationship. To illustrate how these assumptions are manifested, this field study focuses on some mottoes of these schools, and, more specifically, to the variety of different ways these schools have implemented invitational theory in practice.

Effective professional development (PD) programmes may deepen teachers' understanding, transform their assumptions and beliefs and thus change their teaching practice. This article is part of a research project and focuses specifically on the views of teachers from two schools on implementing invitational education (IE) intentionally in their schools to achieve improved learner success. An explorative, descriptive qualitative research design was considered the most suitable method to address the research problem. Purposive sampling was used for the study since it focused on two schools that had applied for the inviting school award from the International Alliance of IE in 2010. An awareness PD programme was conducted at each of the schools. Data was collected obtaining participants' views in naïve sketches on how they envisaged implementing IE to make their schools intentionally more inviting. The following categories emerged from the data: assuming an intentionally inviting stance; four levels in the IE model; four dimensions in the IE model, and appreciation for the IE workshop.

This article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff’s positive perceptions of professional development (PD) programs on IE and strategies in which IE can be implemented. The findings explain how the first three phases of AI: discovery, dreaming and design manifest in the study. The following categories and subcategories emerged: The best practices (The role of leadership: setting the tone; the role of teachers: necessity to be actively involved in IE); and Dreaming and designing: recommendations for effective strategies to implement IE.

Naučni odbor / Scientifi c Board Predsednik / President Prof. dr Aleksandar Nedeljković (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Članovi / Members Članovi sa matične institucije / Members from the Institution Prof. dr Božo Bokan (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Dragoljub Višnjić (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Dušanka Lazarević (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Dušan Ugarković (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Dušan Mitić (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Vladimir Koprivica (Univerzitet u Beogradu, Fakultet sporta i fi zičkog vaspitanja) Članovi sa ostalih nacionalnih institucija / Members of other National Institutions Prof. dr Nikola Grujić (Univerzitet u Novom Sadu, Medicinski fakultet) Prof. dr Jelena Popadić-Gaćeša (Univerzitet u Novom Sadu, Medicinski fakultet) Prof. dr Dragan Radovanović (Univerzitet u Nišu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Jelena Obradović (Univerzitet u Novom Sadu, Fakultet sporta i fi zičkog vaspitanja) Prof. dr Sanja Mazić (Univerzitet u Beogradu, Medicinski fakultet) Članovi iz inostranstva / Foreign Members Prof. dr Slobodan Jarić (University of Delaware, USA

CoNCluSIoN: Rethinking Online Course Design and Teaching-ix-ACkNowleDgemeNtS The inspiration for this book came first from our students, who challenge us to become better teachers and often serve as a test population for new teaching strategies. Their criticisms and suggestions have helped us refine many of the ideas presented here. We are also grateful to our colleagues in the Faculty of Health Disciplines at Athabasca University-inspiring educators who continually refine their teaching approaches. Many of them responded generously to our call for information about teaching techniques and activities that they have found to be productive and that we might include in this book. We extend our sincere thanks to Carol Anderson, Diana Campbell, Cheryl Crocker, Sharon Moore, and Joyce Springate for their contributions. Finally, a special thanks to Katherine Janzen, with whom the theory of quantum learning originated and who graciously agreed to write a chapter for the book on that topic.

This paper addresses issues relating to the development of o~tdo<;,r education schoo.l curric~lum c<;,ntent and interpretation of the curriculum by teachers. It focuses on the Victonan outdoor education curncu.lu~ m order !o hi hIight issues and a potential direction which may be relevant to the develoEment of o.utdoor ~du~ation m schools m o~er states of AustralIa and overseas. The development of ye~rs prep to 10 (P-lO) ?lrnculum IS dIscussed separately from the development of senior secondary (VeE) outd?Or ed~cah0!l b~cause ~ese ~rnculum documents were developed in different contexts and chronological stages. The mtent IS to mstIgate dIscussIOn about the nature and purpos~ of outdoor education curriculum in schools and its implications for the development of the broader outdoor educatIOn profession.