Teaching Beyond the Curriculum

Abstract

Educational philosopher John Dewey felt there was no greater way to learn than by doing, through his theory “Experiential Learning” (Dewey, 1986). A junior level interior design class that examines psychological and social research to assess the relationship between human behavior and the physical environment focuses on the challenges of special populations like the elderly within the built environment. Using Dewey’s theory, a class period was devoted to simulation activities using “empathy kits” developed by the Future of Aging Think Tank that offered props like weighted vests, vision impairing glasses, a walker among other items to give firsthand experience of having sensory and mobility impairments. Cards with mobility or sensory challenges offered scenarios like “Put on the 40-pound jacket and pick up two bags of grocery” to simulate issues with obesity. Or donning glasses that severely obscured vision to simulate multiple forms of vision impairment like cataracts, nature yellowing of the eye with age and macular degeneration while reading. Students’ reactions during the activities and after showed an understanding deeper than any lecture could have offered. They struggled with the challenges and were openly struck by the difficulty of some of the exercises. The exercises emphasized the reality of how difficult such impairments can make navigating daily tasks and the effects on quality of life and emotional well-being. Going beyond the classroom using experiential learning and empathy brought a new opportunity to gain knowledge on a much more intimate and visceral level.