id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
absel-336	Hoover, J. Duane; Giambatista, Robert C.	Why Have we Neglected Vicarious Experiential Learning?	2014	5	.pdf	application/pdf	4426	214	37	We propose the following definition of vicarious experiential learning, integrative of the concepts discussed above and the concept of whole person learning (Rogers, 1980) and an early ABSEL definition of experiential learning (Hoover, 1974; Hoover and Whitehead, 1976) --- by viewing vicarious experiential learning as a process: Vicarious experiential learning exists when a personally responsible participant (s) cognitively, emotionally, and behaviorally processes knowledge, skills and/or attitudes through processes of observation in a learning situation characterized by a high level of active involvement despite the absence of direct, personalized consequences As an educational approach, vicarious experiential learning may be viewed as follows: Vicarious experiential learning pedagogy may be viewed as a methodology of education whereby structure and individual or group experiences are contrived to develop learning and perceptual capacities, to develop and reinforce cognitions, to impact on emotions and attitudes, and, importantly, to function in developing capacities to behave consistently with the insights of these processes and experiences by designing learning systems conducive to observation of behaviors and by conscious processes of providing positive models for imitation. Therefore, we ask the question “Why have we neglected vicarious experiential learning?”	cache/absel-336.pdf	txt/absel-336.txt