In this section, I am going to introduce experiential learning, a mode of service which organizations that dedicate to welfare service for children and youth in Taiwan often use in recent years. The concept of experiential learning originates from an American educator and philosopher, Dewey. who proposed an idea, learning by doing with reflection. And another key figure, Kurt Hahn, created the first outdoor education program in the UK in 1941. Experiential learning, originally considered as one of the patterns of outdoor educations, has been employed in teaching since the 1970s. It was not limited to the outdoors but could be carried out at any place. The goal of experiential learning is to develop personal self-concept, as well as to help learn the skill in group communication and the ability of teamwork. It attaches great importance to personal experience, which is a kind of process of reflection that integrates understanding by learning and learning by doing. It is also a process of learning that highlights individual's active initiative. We have different names referring to experiential learning in Taiwan. There are also many possible translations in the Chinese-speaking world. such as adventure education, exploration education or PA, standing for project adventure. But we often use the term experiential education in general. What are the core concepts of experiential learning? We can take a look at the picture here. This is the four-phase experiential learning cycle published by David Kolb in 1984. He emphasized observation and reflection. Also the induction, transformation, and application of experience. Individuals gain knowledge, skills, and experience through actual activities participation. Then they link and have a reflection on their personal life experience with the things they learned. And then developing the ability and method to respond. Finally brought into personal growth and change. This is a dynamic cycle of the process. People who participate in experiential learning can obtain diverse and unique experience and get a sense of accomplishment. So why experiential learning will become a common method in Taiwan's youth work? Because its origin is not well known in the field of social work. We indeed used the concept of learning from doing in the field of education and applied it to serve our youths. The reason for using it is simple. If you understand the connotation of experiential learning, you will find it very adventurous and challenging. Isn't it very much in line with the needs of the youth group when we introduced the characteristics of youth development? Moreover, experiential learning can offer these kids some successful experiences. For the youths we serve, most of them are defined as losers in the mainstream society. If these young losers can gain some learning and reflection through experiential learning, it can be really meaningful. In addition, experiential learning can encourage these youths to explore the meaning and value of life. During experiential learning, guides, those who lead the experiential activity, are really important. These guides should be both professional and sensitive, leading attendees to view problems faced by individuals and groups during the process. It implies that the guide cannot merely sit or stand beside these kids. Guides need to encourage these youths to share and discuss how they feel and what they learn in that moment in order to help them gain learning experiences or solution to the problems. So leading reflection and discussion become really important. During reflection and self-examination, guides help attendees link the experience at that moment with the ones from the past. Searching the same and different parts between the experiences to explore the core of the problem. These youths may work together, figuring out the method and the direction of solving the problem. Then, what kind of form and content are included in experiential activities? Experiential activity is quite diversified. It can be categorized into three main types of scenarios. The first one is low-level risk scenarios, which are the activities on the ground that you might be familiar with. In the society or schools in Taiwan, this is the most common type because its materials are easier to get. It is also easier to carry out since it is less likely to be confined by sites or funds for its low cost. People can design activities based on the group's experiences. This may sound like field game for some of you. However, if guidance and reflection are not introduced in field game, it may end up nothing but an activity. Leading reflections is a crucial part in experiential learning. Low-level risk scenarios can help each individual to recognize the problem, communicate and cooperate with others, and solve the problem. People can also design activities that let attendees build mutual trust in the games. The next one is mid-level risk scenarios. You might have heard of high- or low-altitude activities or tightrope courses. These kinds of mid-level risk scenarios are usually used when the group has entered a state with more trust. When the group members trust each others, they can work together in an activity. Since we trust each other, through the guidance of professional coaches who makes sure everyone is safe at professional venues, we, then, can proceed. We definitely do not perform some high-risk activities rashly. So, the activities, such as high- and low-altitude tightrope and high-altitude single-plank bridge, are all only carried out under professional coaches and guides' supervision at a safe and legal site. What about high-risk scenarios? You might have heard of outdoor adventure activities. After learning problem-solving skills and building the sense of teamwork, we will enter this activity scenario -- high-risk scenario. Group members gain actual adventure experience through travelling to the nature together. For example, mountain climbing, river trekking, canoeing, and etc.. It is no longer a coaching ground or a virtual situation but it is the most authentic and most appropriate interaction and experience in the natural environment. So far I briefly introduced these experiential activities. However, you may still be vague about the experiential activities given that there is no viewing how it worked. So let me show you a video about the experiential education recorded by Taiwan's City People Foundation after they promoting experiential learning for many years It is not long, but it let us know the meaning and experience of the process of operating experiential learning. Especially to the youth group. From this video, what kinds of experiential activity scenarios can you see? I've got to remind you, experiential learning is not a panacea, though. You might think, "Wow that's awesome! My kids can simply be changed through canoeing and mountain climbing? "But do the kids still help each other in the city after learning to do so in the nature?" Of course! Behind the experiential learning, experience transforming takes time. Moreover, it needs everyone's support. Imagine that there was a kid making his way to reaching the summit of a mountain. He was glad of his achievement. However, as soon as he returned to the ground, staying between you and me, he was blamed and scolded as stupid again. How could the kid bring the sense of achievement, which was gained from overcoming all the obstacles while reaching the summit, with him around? If people living around him could not see the kid's ability of solving problems while he was climbing up the mountain, how could the kid use his experience from the mountain in his life? So when the children come back from the experiencing area to their real life, all the people near these children have to keep implementing their positive experience in their lives. and help them find what they can accomplish by themselves with the method of empowerment that I mentioned. So that the experience that transforms from experiential learning can effectively help young people achieve what we expect them to improve or change, and even reach an ideal state. Therefore, if experiential learning is properly done, this is a very good empowerment service. It never stresses problems or the lack of individuals. It shows that everyone can be a contributor in nature or all activities. Everyone has the chance to fulfill itself. It doesn't matter if you are bad at math or English. Those are not the key to judge the value of individuals. One who gets 100 points on an exam doesn't promise the ability to solve problems. Knowing how to overcome the predicament in the situation is what every kid needs. Through meeting young people's needs, helping them learn some knowledge and skills that traditional schools can't offer is what people expect the most from experiential learning. And in the field of social work, experiential learning also offers a great way and opportunities for underprivileged young people who are often excluded by the mainstream values to learn the experience of success and know that they really have the ability to achieve something. This is the implementation of the spirit of empowerment.
