The Integrated Learner: Use of story to promote experiential learning and integration of the self
This paper and interactive workshop makes four theoretical proposals supported
by experiential activities:
- That to become integrated learners, both adults and children need to develop
inter and intra personal awareness (emotional intelligence), as powerful
learning has an affective as well as cognitive dimension, and is constructed in
situated and relational contexts.
Activity: Most - least learned continuum.
- Progression through, and with the experiential learning cycle will create
meaningful integration of learning with its engagement of both cognitive and
- Transactional Analysis offers a 'Cycle of Development' Levin (1982) through
which children and adults develop. This conceptualisation of development and
learning is linked to the experiential learning cycle.
Activity: Reflection and self evaluation with cycle of development.
- Finally stories are proposed as a dialogical tool that allow practitioners
and children alike to access cognitive and affective insights into their stage
of development, and processing these insights with the experiential learning
cycle will allow us to become integrated.
Activity: Fairy tales.
Reflection: The session will conclude with reflections on group and individual