ABSTRACT
Explorative learning has been intensively discussed as an educational approach for quite some time. Geography lessons that contribute to the formation of such an explorative attitude among pupils place special demands on the teacher who accompanies the experiences that arise in the course of the exploratory knowledge acquisition in the classroom. In addition to the subject matter, teaching is also always about the ‘how’ of teaching. A teacher faces the question of how to design a learning environment responsibly such that pupils can engage meaningfully with the subject matter. Geographical education via a lively interaction with the subject matter and a sensible encounter between pupil and subject matter means, above all, designing geographical education from the horizon of one's own geographical experience and understanding. A geography lesson based on principles of experiential learning that is aimed at facilitating and accompanying experiences follows several interrelated motives.
