Table of Contents

1. The Paradox of Experiential Learning in Higher Education 2. A Theoretical Framework 3. Analyzing the Curriculum of Experience 4. Comparing Curricula - Academic and Experiential 5. Discovering the Pedagogy of Experience 6. Pedagogy in School and Field 7. Experiential Pedagogies in School 8. Institutional Mission(s) and Engaged Learning

About the Author

David Thornton Moore is Associate Professor at the Gallatin School of Individualized Study at New York University, USA

Reviews

"Moore challenges the conventional notions that learning occurs in the classroom and is applied n the experience learning environment. Rather, he thoroughly documents a case for creating rich experiential learning that is unparalleled in the in-school environment . . . Moore's Engaged Learning in the Academy is an important contribution to the literature related to student learning and is an invaluable resource as we consider how to improve learning experiences and increase the relevance of higher education." -The Review of Higher Education "David Moore's book is precisely what experiential educators have been needing and waiting for. Long a leader, researcher and practitioner of engaged learning, Moore walks his own talk. This book is a veritable seminar that supports and challenges experiential educators to become reflective practitioners who are engaged in transformative learning, both professionally and personally." - Garry Hesser, Sabo Professor of Citizenship and Learning at Augsburg College and former President of the National Society for Experiential Education "Using his three decades of scholarship on experiential learning and his encyclopedic knowledge of practices and programs, Moore tackles the contested terrain of whether and how experiential education fits in the academy. This book is a must-read for skeptics and advocates of the pedagogy of experience as they both will be challenged by Moore's relentless pursuit of a resolution to the paradox of experiential education in contemporary higher education." - Dwight E. Giles Jr., Professor, Higher Education Administration, University of Massachusetts, Boston, USA