Facilitating Experiential Learning as a Process of Metaphor Development

Hovelynck, Johan

doi:10.1177/105382599802100103

Cited by 15 publications

(10 citation statements)

References 12 publications

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“…It appears that frustration represents an important opportunity in the "learning curriculum" just mentioned (Hovelynck, 1998). Eric's case seems typical rather than exceptional in this regard.…”

Section: Permission For Frustrationmentioning

confidence: 84%

“…These words reflect how deep-seated assump tion is that the source, the "locus" of learning is the teacher. Experiential education turns this reference frame inside-out: It takes the learners' experience as a reference point (Greenberg, Rice & Elliot 1993;Hovelynck, 1998) and in doing so the "locus of control is shifted away from the teacher in the direction of the learner" (Woolfe, 1992, p. 1).…”

Section: A Perspective On Learning or A Romance With Activities?mentioning

confidence: 98%

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Moving Active Learning Forward

Hovelynck¹

2003

Journal of Experiential Education

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Section: Permission For Frustrationmentioning

confidence: 84%

Section: A Perspective On Learning or A Romance With Activities?mentioning

confidence: 98%

Moving Active Learning Forward

Hovelynck¹

2003

Journal of Experiential Education

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“…It is quite possible this joint process enriched client understanding before they became engaged in the isomorphic framing process, as well as the eventual appli cation of leaming to their jobs in banking. What is interesting to note is this joint process seems to be promoted both in "established" models to metaphor development in adventme programming (Gass, 1997;Hfrsch & Gillis, 2004), as well as the theoretical writings of several critics of this process (Hovelynck, 1998(Hovelynck, , 2003Mack, 1996;Pinkard, 1996).…”

Section: Resultsmentioning

confidence: 99%

“…Several facilita tion models associated with CAT experiences have been touted as proven professional practices (Hirsch & Gillis, 2004;Priest & Gass, 1993, 1997, 2005. Some professionals have questioned whether these truly benefit individuals and their respective organizations (Hovelynck, 1998(Hovelynck, , 2003Mack, 1996;Rongen, 2004). To the critics' credit, research processes dif ferentiating facilitation techniques, how they are used, and when they are best implemented remain unsubstantiated.…”

mentioning

confidence: 99%

The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs

Gass

Priest²

2006

Journal of Experiential Education

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The purpose of this study was to examine the outcomes of using metaphors to enhance learning in the framing and debriefing of teamwork issues for a corporate adventure training (CAT) program. Through random assignment, four different but intact regional work groups from a European banking institution participated in a CAT program for the purposes of team-building. A fifth randomly selected intact work group from another region in Europe served as a control group. Each group received the same CAT program, but the groups were provided with different forms of facilitative metaphors in their program. All groups were measured for changes in teamwork during an initial development period, as well as during two follow-up periods to determine the maintenance of potential changes. The mixed isomorphic framing/metaphoric debriefing approach proved to be the most effective training methodology for initially developing, as well as maintaining, teamwork in the CAT training program.

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“…Various writers have explored the use of metaphor and its integral role in the generation of meaning and the construction of social and political reality (for instance, Hovelynck, 1998;Lakoff & Johnson, 1980;Ortony, 1979;Taylor, 1984). In fact, metaphors are among our principal vehicles for understanding, permeating communication and perception at individual, cultural and societal levels (Mignot, 2000).…”

Section: Crkmentioning

confidence: 99%

18 Recipe or Performing Art?: Challenging Conventions for Writing Action Research Theses

Hinchey¹

A Critical Action Research Reader

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This paper explores the tensions and incongruities between conventional thesis presentation and the principles of action research. Through the experiences of the authors alternative approaches to thesis structure are proposed which are argued to be more congruent with the epistemological, methodological and ethical aspects of action research. Consistent with our arguments, the paper is presented as a play. Act I considers the tensions facing research students wishing to write up their action research in the context of conventional thesis writing requirements; Act II consists of four 'scenes' each of which illustrates a key learning arising from our own stories-writing in the self, staying true to the unfolding research story, using metaphor and finally weaving literature throughout the thesis. Act III considers the challenges of examination in the face of breaking with tradition. We conclude with a 'curtain call' from the narrator that offers a reflexive engagement with the main themes of the paper.

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Facilitating Experiential Learning as a Process of Metaphor Development

Abstract: E ver since Stephen Bacon introduced the metaphor concept to outdoor education (Bacon, 1983;1987), it has been very present in the relat ed literature. The metaphoric model proposed by Bacon was further developed in a series of articles in

Cited by 15 publications

References 12 publications

Moving Active Learning Forward

Moving Active Learning Forward

The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs

18 Recipe or Performing Art?: Challenging Conventions for Writing Action Research Theses

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