Author: Zehavit Gross; Suzanne D. Rutland
Volume 63, Issue 1, pp 1–8
This special issue of the International Review of Education – Journal of Lifelong Learning explores ways in which we can conceptualise, study and document experiential learning in education in diverse national contexts, across varying ages, from school to university pre-service students, with multilingual and multi-religious educational settings. Taking a global perspective, this compilation includes articles from four different continents: Europe, Asia, Australia, and North America. Its main focus is on how experiential learning interacts and functions in the contexts of both formal and informal educational settings, and on the implications which follow from our particular conceptions of experiential learning for the fields of both formal and informal education. The articles in this special issue also consider the relevance of experiential learning in the postmodern, globalised world, especially in relation to multiculturalism, ethnic and religious diversity, as well as discussing how it can meet the needs of social justice and equity. [...]
The six articles in this special issue indicate that topics relating to experiential learning have global relevance, and their authors include scholars dealing with concepts which are pertinent to education across the world. The articles also span the age groups from schooling to later stages of teacher and adult education, indicating a lifelong process which involves both formal, informal and non-formal educational settings as defined above.