ABSTRACT
This chapter discusses about several key mental models or paradigms that must be left behind in order to move into more experiential forms of teaching and learning. It explores four paradigms: The Instruction Paradigm; The Seat Time Paradigm; The Teacher as Expert Paradigm; and The Primacy of Content Paradigm. The experiential education principle that responds to the Instruction Paradigm most directly is to teach people, not content. Of course, there is not a simplistic dichotomy between the two but this principle encourages, as teachers, to place the primary point of emphasis on learners and learning. Moving away from the seat time paradigm does not mean people dismiss things like direct instruction or the importance of sequential memorization of facts in certain disciplines. The experiential principle of Experience Before Label suggests one way to respond to the Primacy of Content paradigm.
