Beyond simply being a form of active learning, experiential learning, in its many iterations, has been promoted as a philosophy, a community development model, a theory, a professional skill training opportunity, a global education and civic development approach, and a pedagogical strategy that leads to deep, high impact learning. Indeed, experiential learning has become increasingly specialized in the last several decades with the evolution of numerous sub-fields, such as study abroad and global immersion programs, outdoor education programs, community-based learning (both domestic and global service-learning), internship and work-integrated learning, undergraduate research experiences, and a myriad of other high-impact learning programs. The field of experiential education is vast and deep due to this variety of sub-fields. Upon exploring experiential learning and teaching in the context of higher education, several common themes emerge, but one relatively underdeveloped theme has bubbled up to the surface repeatedly in the past two decades: the theme of justice.
Green, Patrick M.
"Making Explicit Connections between Experiential Learning and Justice: New Approaches to Teaching and Learning through an Imagination for Justice,"
Experiential Learning & Teaching in Higher Education: Vol. 4:
2, Article 5.
Available at: https://nsuworks.nova.edu/elthe/vol4/iss2/5