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The aim of the paper is to study the challenges concerning organizational behaviors crucial for Lessons Learned capabilities in military organizations as well as to indentify the solutions and recommendations to develop and strengthen positive organizational culture, climate and behaviors fostering experiential learning. The attention is focused around positive behaviors recognized by NATO as the key success factors for Lessons Learned capabilities such as: the engagement of leaders, positive mindset, willingness to share information and stakeholder involvement. The contents of the paper are mainly based on the interviews with Lessons Learned experts and practitioners representing both NATO commands, bodies and national Lessons Learned military organizations. Moreover, the outcomes of the analysis of selected military documents and the literature survey contributed to the study. ; Celem artykułu jest wskazanie wyzwań w zakresie kształtowania pozytywnych zachowań organizacyjnych kluczowych z perspektywy wojskowych systemów wykorzystania doświadczeń (Lessons Learned) oraz zidentyfikowanie rozwiązań i rekomendacji służących umacnianiu pozytywnej kultury organizacyjnej, klimatu i zachowań sprzyjających organizacyjnemu uczeniu się w oparciu o wykorzystanie doświadczeń. Uwaga badawcza została skoncentrowana na pozytywnych zachowaniach organizacyjnych uznawanych w NATO za kluczowe czynniki sukcesu systemów wykorzystania doświadczeń, takich jak: zaangażowanie dowódców i pozostałych członków organizacji, pozytywna mentalność oraz skłonność do dzielenia się informacjami. Zasadniczą metodą pozyskiwania danych zastosowaną w procesie badawczym były wywiady z ekspertami i praktykami reprezentującymi dowództwa i instytucje NATO oraz organizacje wojskowe odpowiedzialne za rozwój narodowych zdolności w zakresie wykorzystania doświadczeń. Ponadto, wykorzystano wyniki analizy wybranych dokumentów wojskowych oraz literatury przedmiotu.

This essay brings together complementary insights from transpersonal psychology, experiential learning, and neuroscience to develop an integrated framework of psychosocial healing in societies affected by conflict and trauma. While transpersonal psychology examines the spiritual and transcendental aspects of psychosocial wellbeing, research on experiential learning examines how people learn from direct experience. Recognizing that both are useful for psychosocial healing, the first part of the essay explores how the two sets of activities can complement each other. Of particular interest is the role of transpersonal exercises such as yoga and meditation, as well as the purposeful use of experiential learning techniques such as storytelling, rituals, and metaphors. To examine the scientific foundations of these activities for psychosocial healing, findings from neuroscientific studies supported by the latest technology of neuroimaging will be discussed. The final section of the essay introduces a brief case study of the Ubuntu Center for Peace, a Rwanda-based nongovernmental organization dedicated to community-based psychosocial support. The case study illustrates how the proposed integrative framework can be used to tackle a real-world context of conflict and trauma. It includes preliminary findings from a program evaluation of the community-based social healing initiative that the Ubuntu Center carried out in Rwanda.

This paper describes problems which were experienced by business faculty and students at two large universities in planning and executing two separate field projects, one an externally funded private field research project and the other a publicly sponsored evaluation of a government program. In the private field research project, there was a tendency to underestimate the demands of the administrative tasks upon faculty required to provide students with this innovative experiential learning opportunity. In the government sponsored program evaluation effort, the sponsoring agency tried to exercise input, process, and output control. of the research work. The paper concludes that field research projects teach students the lessons of self confidence in problem-solving, adaptability to changing circumstances, independent thinking, and social confidence, and also provide an opportunity to apply theoretical concepts and principles to real world situations and problems. It also concludes that the close working relationship between faculty and students which develops during such projects may unintentionally teach students much about business faculty weaknesses and strengths in dealing with unanticipated research and administrative problems. The behavior and example of business faculty who face threats to their academic integrity teaches more about academic standards and values than any amount of formal classroom instruction.

This special issue features eight articles all exploring globally-engaged experiential learning opportunities available to youth and/or students in diverse contexts such as transnational learning/volunteer abroad programs and locally-based global engagement. The collection brings together academics and practitioners to consider the efficacy, assumptions and stakes of the rise of volunteer abroad programming, and the implications for student learning outcomes.

Suchismita Sarkar, Ranjana Verma, Sonu Singh Department of Anatomy, Government Institute of Medical Sciences, Greater Noida, Uttar Pradesh, 201310, IndiaCorrespondence: Suchismita Sarkar, Department of Anatomy, Government Institute of Medical Sciences, Gautam Buddha Nagar, Greater Noida, Uttar Pradesh, 201310, India, Tel +91-7678642842, Email dr.suchi02@gmail.comIntroduction: Experiencing is essential to learning anything in life. Medical educators across the world aim at achieving profound learning experiences for their students. Several applications of experiential learning into health professions education have been witnessed over the past two decades. Though many researchers have tried to implement authentic learning experiences in medical education, only a handful have been able to demonstrate its effectiveness in anatomical sciences education. In this study, the authors asked the question – Can experiential learning-based dissection hall sessions be innovated to improve the contextual learning of anatomical sciences during early clinical exposure?Methods: Three experiential learning theory (ELT)-based sessions were conducted. Perceptions from faculty and students were collected.Results: The satisfaction index of the students' perception of the ELT based sessions was of 96.1% and for faculty was 100%. The emergent facilitating factors in the learning process were found to be: more profound and interactive contextual learning experience; improved problem-solving approaches based on dominant skill activities of dissection hall; and learning experiences created to cater to different learning needs of students. The optimal facilitator to student ratio range suggested for these sessions was 1:10 to 1:15.Discussion: The faculties were motivated to utilize this learning experience to further research teaching innovations at the present institution. Experiential learning-based sessions applied to anatomical sciences education can effectively foster positive student engagement and profound learning ...

AbstractThe restrictions of pandemic teaching served as a catalyst for the authors' integration of the skills‐based and client‐centered teaching. Their refurbished models of teaching family law aspire to capture the needs of under‐ and un‐represented populations of society, build students' lawyering skills including "soft" skills like client interviewing, contemplate what a satisfying career in family law could look like, and deliver instruction on the theoretical underpinnings of the law governing the creation and dissolution of familial units. The article summarizes the authors' methods for incorporating such "hands‐on" learning into our classes, and demonstrates how these ideas are malleable enough to work in in‐person, remote, concurrent, asynchronous, and synchronous classes.