This essay introduces a collection of past articles from the Journal of Experiential Education ( JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs.

According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific or philosophical foundations. Criticism also centers on the way complex cultural, social, and physical processes during experience and learning are reduced to a rational, excessively cognitive, individual phenomenon. This article reviews this criticism and adds a historical dimension to the analysis, concluding that existing cyclic models might be better valued for their important historical contribution, rather than as active theories of learning in experiential education.

Grounded theory has long been regarded as a valuable way to conduct social and educational research. However, recent constructivist and postmodern insights are challenging long-standing assumptions, most notably by suggesting that grounded theory can be flexibly integrated with existing theories. This move hinges on repositioning grounded theory from a methodology with positivist underpinnings to an approach that can be used within different theoretical frameworks. In this article the author reviews this recent transformation of grounded theory, engages in the project of repositioning it as an approach by using cultural historical activity theory as a test case, and outlines several practical methods implied by the joint use of grounded theory as an approach and activity theory as a methodology. One implication is the adoption of a dialectic, as opposed to a constructivist or objectivist, stance toward grounded theory inquiry, a stance that helps move past the problem of emergence versus forcing.

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Participation in experiential education is said to enhance people's appreciation for diversity. In this study, a pre-test/post-test design found significant changes in participants' attitudes, beliefs, and behaviors following a nonformal diversity education program using adventure-based and community service activities. Additionally, hypothesized program conditions, as outlined by contact theory, were significantly predictive of outcomes, although majority and minority participants differed on their perceptions of these conditions. These findings suggest that experiential activities may be considered a viable approach to diversity education in nonformal settings, assuming key conditions are met. Implications for practice and directions for future research are discussed.