Synopses & Reviews
Advocates of engaged learning in higher education through programs such as internships, cooperative education, and service-learning make strong claims for its value to students, colleges, and communities. But many mainstream academics either ignore or reject those claims, favoring more conventional forms of curriculum and teaching. Drawing on ethnographies of scores of student-interns and many years of professional practice, Moore tackles the controversy over whether first-hand experience is a legitimate and effective source of learning. He identifies both the pitfalls and the possibilities in engaged pedagogies and suggests conditions under which they might work best.
Review
Review
"Moore challenges the conventional notions that learning occurs in the classroom and is applied n the experience learning environment. Rather, he thoroughly documents a case for creating rich experiential learning that is unparalleled in the in-school environment . . . Moore's Engaged Learning in the Academy is an important contribution to the literature related to student learning and is an invaluable resource as we consider how to improve learning experiences and increase the relevance of higher education." -The Review of Higher Education
"David Moore's book is precisely what experiential educators have been needing and waiting for. Long a leader, researcher and practitioner of engaged learning, Moore walks his own talk. This book is a veritable seminar that supports and challenges experiential educators to become reflective practitioners who are engaged in transformative learning, both professionally and personally." - Garry Hesser, Sabo Professor of Citizenship and Learning at Augsburg College and former President of the National Society for Experiential Education
"Using his three decades of scholarship on experiential learning and his encyclopedic knowledge of practices and programs, Moore tackles the contested terrain of whether and how experiential education fits in the academy. This book is a must-read for skeptics and advocates of the pedagogy of experience as they both will be challenged by Moore's relentless pursuit of a resolution to the paradox of experiential education in contemporary higher education." - Dwight E. Giles Jr., Professor, Higher Education Administration, University of Massachusetts, Boston, USA
Review
"David Moore's book is precisely what experiential educators have been needing and waiting for. Long a leader, researcher and practitioner of engaged learning, Moore walks his own talk. This book is a veritable seminar that supports and challenges experiential educators to become reflective practitioners who are engaged in transformative learning, both professionally and personally." - Garry Hesser, Sabo Professor of Citizenship and Learning at Augsburg College and former President of the National Society for Experiential Education
"Using his three decades of scholarship on experiential learning and his encyclopedic knowledge of practices and programs, Moore tackles the contested terrain of whether and how experiential education fits in the academy. This book is a must-read for skeptics and advocates of the pedagogy of experience as they both will be challenged by Moore's relentless pursuit of a resolution to the paradox of experiential education in contemporary higher education." - Dwight E. Giles Jr., Professor, Higher Education Administration, University of Massachusetts, Boston, USA
Synopsis
Moore asks the question of whether and under what conditions experience constitutes a legitimate source of knowledge and learning in higher education. Drawing on theory and research, the book addresses three types of challenges and opportunities facing experiential educators: the epistemological, the pedagogical, and the institutional.
About the Author
David Thornton Moore has been on the faculty of the Gallatin School of Individualized Study at New York University, USA, since 1982. A Harvard-trained educational anthropologist, he has conducted ethnographic studies of student-interns at more than seventy sites. His work has been published in journals such as the Harvard Educational Review and the Michigan Journal of Community Service Learning; he has had chapters in numerous books about experiential learning; and he is a coauthor of Working Knowledge: Work-based Learning and Education Reform (2004).
Table of Contents
1. The Paradox of Experiential Learning in Higher Education
2. A Theoretical Framework
3. Analyzing the Curriculum of Experience
4. Comparing Curricula - Academic and Experiential
5. Discovering the Pedagogy of Experience
6. Pedagogy in School and Field
7. Experiential Pedagogies in School
8. Institutional Mission(s) and Engaged Learning