The purpose of this action research project is to study the possibilities of the concept of experiential
Education (in German: Erlebnispädagogik) for compensatory support in schoolwork. The article
describes the experiences at a German secondary school. The main aim was to use the idea of
experiential education to develop the social abilities of pupils who showed deviant behaviour at
school and in relationships with others. First a short theoretical reflection about the concept
of experiential education and its possible educational potential is given. This is followed by
a description of the action research project and a discussion of the preliminary results.
Schools
have been struggling with a variety of problems in their teaching and educational mission. In the
search for suitable concepts to counter the increasingly frequent learning and behavioural problems,
experiential education has gained in importance. This concept places the experience at the centre of
learning. The experience-action-oriented provision of learning situations is an interventive attempt
at compensatory support for pupils with behavioural, social and/or communication problems.
The
initial findings from observations, interviews and action research related reflections on children’
s
behaviour show that children with behavioural problems which are, in many respects, learning
disabilities, can gain a different approach to themselves, to others and to the demands made in the
subject lessons through special movement and socially related activity offers. The teachers involved
report clear changes in children’
s behaviour and corresponding positive consequences for the
regular lessons.