1 Unlocking powerful learning - a new model 1 --
2 Exploring experiential learning 15 --
Defining experiential learning 16 --
A meaningful experience 20 --
Learning is personal 21 --
Detrimental experiential learning 27 --
Learning from mistakes 28 --
Formal versus experiential learning 29 --
Lineage of experiential learning 31 --
Experience as learning styles 33 --
A chronology of experiential learning 35 --
Challenging the concept of experiential learning 38 --
3 Facilitation, good practice and ethics 45 --
Experiential provider roles 48 --
Intruding complicators or enabling animateurs 51 --
Wisdom and experience 52 --
Dysfunctional and indigenous learning 54 --
Setting the climate and conditions 58 --
Ground rules and values 59 --
Reviewing self-practice 61 --
A question of balance 67 --
Emotional engineering 69 --
Professional bodies and the professional codes of practice 74 --
Good practice: the environment 76 --
4 Learning environments: spaces and places 79 --
Indoor learning: the new classroom 80 --
Disappearing boundaries: indoor-outdoor, natural-artificial 86 --
Reaching out: learning in city space 91 --
Artificially created learning spaces 92 --
Pedagogy and personal development 95 --
Empathetic strategies and the outdoor therapeutic 'effect' 99 --
Outdoor environments: therapeutic experiential learning 101 --
Sustainable learning environments 104 --
5 Experiential learning activities 107 --
Planned or unplanned activity? 110 --
Innovation, activities, resources and objects - a simple experiential typology 113 --
Adventurous journeys 115 --
Sequencing learning activities 119 --
Rules and obstacles 123 --
Constructing and deconstructing 124 --
Telling the story - using physical objects 125 --
6 Learning activities: exploring reality 127 --
What is a real experience? 128 --
Suspending reality: drama and roleplaying 140 --
Metaphors and storytelling 143 --
Management development and cartoons 147 --
Using photographic images and computer software 149 --
Reflections on reality - reading and writing 150 --
Rafts and planks... or real projects? 152 --
7 Working with the senses 155 --
Re-awakening the senses 156 --
Appealing to the senses: higher education 158 --
Sensory stimulation in learning and therapy 165 --
Inner sensory work: presencing and anchoring 170 --
8 Experience and emotions 173 --
Emotion and experiential learning 174 --
Power of the emotional state 179 --
Experiencing emotional calm - sorting time 182 --
Experience, learning and 'identity' 189 --
9 Working with emotions 193 --
Emotional climate - mood setting and relaxed alertness 194 --
Overcoming emotion - fear 196 --
Mapping and accessing emotions 199 --
Using trilogies in emotional work 201 --
Using humour and other positive emotions 204 --
Accessing emotions through popular metaphors 206 --
Metaphoric intervention 210 --
10 Experience and intelligence 213 --
Working with intelligence 219 --
Other forms of intelligence 222 --
Emotional quotient - EQ 223 --
Spiritual quotient - SQ 226 --
Naturalistic intelligence - NQ 230 --
Creative quotient - CQ 232 --
11 Learning and change 239 --
Learning and change 240 --
Theories of learning: theories of change! 241 --
Development of reflective practice 242 --
Using problems and challenges 245 --
Reflection-inaction and reflection-on-action 246 --
Single and double loop learning 247 --
Encouraging conditions for reflection 248 --
Danger of formal education and training 251 --
Critical reflection 251 --
Action learning set 256 --
Timing and duration of learning sets 259 --
Problems and action learning 260 --
Strategies for learning and change 262 --
12 Imagining and experiencing the future 265 --
Imagination versus action 269 --
Mental fitness for the future 271 --
Imagining the future 272 --
Imaginative strategies 277 --
Imagination and the child 282.
