Resources

Citation

(2005), "Resources", Education + Training, Vol. 47 No. 3. https://doi.org/10.1108/et.2005.00447cae.003

Resources

Andy Martin, Dan Franc and Daniela ZounkovaGowerISBN 0 566 08628£49.50

The press release for this book announces proudly “The book is a `must' for anyone involved in outdoor or experiential education”. I don't know about you but whenever I see an ad which says this sort of thing I tend to be instantly sceptical. The book is not a “must” for those involved in experiential learning but this said I wish I had had it my library when I was actively involved in such provision.

I found three aspects of the book of particular interest.

1. 1.

   The Czech story in relation to experiential learning. This is fascinating. The early chapters of the book provide a socio-cultural context to the development of what is claimed as a unique and innovative approach in the field

2. 2.

   Dramaturgy. This sounds like an infliction or a very boring play. Dramaturgy, as described in the book, is a process involving elements of learning psychology, role play and theatre. According to the authors it is this which provides the unique and innovative approach to the design, selection and implementation of experiential learning programmes. I was not convinced. It seemed to me that many of the issues and themes which are discussed as supporting the dramaturgical (?!) approach; for example, adaptability/flexibility; moving out of the comfort zone into the learning zone, etc.; are indeed critical but are nevertheless fairly familiar issues within the research and literature on experiential learning. This said, once I found I didn't need to subscribe “hook, line and sinker” to dramaturgy the material offered to assist trainers think about design of their experiential learning is both informative and excellently illustrated with practical models.

3. 3.

   The resources. These are divided into social, physical, creative and psychological, although a number clearly span any such classification. Thirty activities in total are outlined and merely the titles of some of these – “Triffids”; “In the Skin of John Malkevich”; “Mountain Golf” – made me want to get back into the business! Each activity is described using a template including purpose, preparation, materials needed, duration, numbers and instructor hints (including, importantly, health and safety points).

There is, I fear, one serious weakness in the book – a failure to address, in any depth, the feedback, review and reflection processes. This complex mix of skills and responsibilities is, ultimately, “the” critical aspect of effective learning using an experiential approach. It is a surprising omission given the care and attention (and insight) offered in relation to other aspects of design.

Overall, then, despite its flaws, this is valuable addition to the library of resources for students and teachers of experiential learning. It is worth a look – if only to judge for yourself whether, as the publisher claims, educators and developers in the Czech and Slovak republics have been the “unexpected leaders” in the field of experiential learning study and practice.