On a teaching method, experiencing and experience in role-play, »experiential learning method«
Barbara Horvat

Summary:  This article presents and critically evaluates definitions of role-play as a teaching method. Role-play is defined here as an »experiential learning method«. The definition is discussable from the didactic point of view because of the implicit supposition is that role-play is a kind of a teaching method. The concept of experience is not clearly defined in role-play definitions, but is related to emotional and sensual experiencing and direct experience. There are arguments which state that learning (gaining knowledge) in education is indirect and that learner’s active participation within a teaching method is not in activeness itself, but is in mental activity. We also question the fact that personal experience in »traditional teaching« is irrelevant, as the teaching process always includes an individual’s personal experience and experience it as a socially objective form.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.