Part One Experiential learning: foundations and fundamentals 01 Unlocking powerful learning - a new model Introduction The tumblers: representing the core dimensions of learning An overview of the chapters Conclusion 02 Exploring experiential learning Introduction Learning and experiential learning are slippery concepts Experience and learning Defi ning experiential learning Experience: a bridging concept Do we always learn from experience? Learning is personal Painful learning Detrimental experiential learning Learning from mistakes Formal versus experiential learning The lineage of experiential learning Experience and learning styles A chronology of experiential learning Challenging the concept of experiential learning Conclusion 03 Coaching and facilitation, good practice and ethics Introduction A booming business? The deliverers Experiential provider roles Intruding complicators or enabling animateurs Dysfunctional learning Intervening Coaching and facilitating: developing wisdom Coaching for learning and development The benefi ts of coaching Coaching or mentoring? The qualities of a coach The roles of the coach Stages in the coaching process Challenging targets Life coaching Facilitation: setting the climate and conditions Ground rules and values Reviewing self-practice Ethical behaviour A question of balance Emotional engineering Ethical models Codes of practice Professional bodies and the professional codes of practice Good practice: the environment Conclusion Part Two The learning combination lock model 04 Learning environments: spaces and places (The belonging dimension) Introduction Indoor learning: the new classroom Outdoor learning 1 Disappearing boundaries: indoor-outdoor, natural-artifi cial Reaching out: learning in city space Artifi cially created learning spaces Pedagogy and personal development Empathetic strategies and the outdoor therapeutic ''effect'' Outdoor environments: therapeutic experiential learning Sustainable learning environments Conclusion 05 Experiential learning activities (The doing dimension) Introduction The changing milieu Adventure learning Planned or unplanned experiences? Dramaturgy Innovation, activities, resources and objects - a simple experiential typology Adventurous journeys Expeditions Sequencing learning activities Mind and body Rules and obstacles Constructing and deconstructing Telling the story - using physical objects Learning activities - exploring reality What is a real experience? Fantasy Play and reality Suspending reality: drama and role-playing Metaphors and storytelling Management development and cartoons Using photographic images and computer software Refl ections on reality - reading and writing Rafts and planks. or real projects? Doing and reviewing Conclusion 06 Sensory experience and sensory intelligence (SI) (The sensing dimension) Introduction Amplifi cation and habituation So what is sensory intelligence? Language and the human sensorial experience Interpreting and misinterpreting words Going ''Away'': Outdoor sensory awakening experiences The senses in higher education teaching Sensory stimulation in learning and therapy Sensory stimulation, emotions and mood Nature-guided therapy Inner sensory work: presence and anchoring Conclusion 07 Experience and emotions (The feeling dimension) Introduction Fast thinking Communicating with feeling Emotion and experiential learning The power of the emotional state Emotional waves Experiencing emotional calm Flow learning Experience, learning and ''identity'' Practical ways to access feelings The emotional climate - mood setting and relaxed alertness Overcoming fear Mapping and accessing emotions Using trilogies in emotional work Using humour and other positive emotions Accessing emotions through popular metaphors Conclusion 08 Experience, knowing and intelligence (The knowing dimension) Introduction Thinking with the body and thinking with feeling The organizing mind: patterns and creative thinking What is intelligence? The many forms of intelligence Neglected forms of intelligence Sensory intelligence (SI) Emotional intelligence - EQ Spiritual intelligence - SQ Naturalistic intelligence - NQ The creative intelligence - CQ Wisdom Conclusion 09 Experience, learning and change (The being dimension) Introduction Learning and change Theories of learning: theories of change! The development of refl ective practice Using problems and challenges Refl ection-in-action and refl ection-on-action Single and double loop learning Encouraging conditions for refl ection The danger of formal education and training Critical refl ection Action learning The action learning set Timing and duration of learning sets Problems and action learning Strategies for learning and change Being and presence Conclusion Part Three Experiential learning and the future 10 Imagining and experiencing the future Introduction Refl ecting on the future Imagination Imagination versus action Mental fi tness for the future Imagining the future The value of problems Imaginative strategies Imagination and the child Conclusion References Index.