Experiential Teaching May Lead To Experiential Learning

Abstract

This paper discusses an old issue at ABSEL, whether we are really dealing with experiential learning or whether we may be guilty of straying into experiential teaching. We assert that many, if not most, ABSEL papers take the instructor’s perspective in terms of design and implementation, and ignore the maxim that “all that is taught is not learned.” Acknowledging one of our earlier president’s philosophies (“If it feels good, do it”), we attempt to provide justification for our frequent emphasis on “experiential teaching.”