Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

• Philosophers and Educational Theorists
• Nature Educators and Outdoor Educators
• Psychologists and Sociologists
• School and Program Founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

• Philosophers and Educational Theorists
• Nature Educators and Outdoor Educators
• Psychologists and Sociologists
• School and Program Founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field ? for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

Mit diesem Lehrbuch beabsichtigen die Verfasser, einen sy- stematischen Uberblick tiber die wichtigsten Probleme der sektoralen Wirtschaftspolitik zu geben. Der Schwerpunkt der Betrachtungsweise liegt hierbei in einer Anwendung der Er- kenntnisse der allgemeinen Wirtschaftstheorie. Die ersten vier Kapitel gehen der Frage nach, unter welchen Voraussetzungen sektorale Eingriffe in einer Marktwirtschaft gerechtfertigt erscheinen. Die folgenden Kapitel bringen eine Wirkungsanalyse der wichtigsten Instrumente der sektoralen Wirtschaftspolitik, wobei sich die Verfasser bemtiht haben, die einzelnen MaBnahmenkomplexe jeweils anhand eines Wirtschaftssektors darzustellen und zu diskutieren. Ftir die freundliche und aufopfemde Mitarbeit bei der Anfer- tigung der Manuskripte und Korrektur der Texte danken die Verfasser Frau G. Barle und Herm Dr. V. Laine. Die Verfasser Inhaltsverzeichnis 1 Einfohnmg.................. 1 1.1 Sektorale Wirtschaftspolitik als Mesopolitik 1 1.2 Zie1-versus Mitte10rientierung . . . . . . . 2 1.3 Die Unterscheidung nach funktionellen, regional en und personellen Kriterien . . . . . . . . . . . . . . . . . . . 4 1.4 Die Bedeutung der sektoralen Wirtschaftspolitik in den einzelnen Wirtschaftsepochen . . . . . . . . 8 1.5 Die Ziele der sektoralen Wirtschaftspolitik . 11 1.6 Die Mittel der sektoralen Wirtschaftspolitik 15 1.7 Die Trager der sektoralen Wirtschaftspolitik 16 2 Rechifertigungsgriinde for politische Eingriffe: Unbefriedigende Allokationsergebnisse des Marktes 18 2.1 Meritorische Zielsetzungen ......... 20 2.2 Marktversagen: Fehlendes Gleichgewicht 22 2.3 Marktversagen: Labiles Gleichgewicht 27 2.4 Marktmangel: Exteme Effekte .... 36 2.5 Marktmangel: Monopolistische Macht 41 3 Rechifertigungsgriinde for politische Eingriffe: Unbefriedigende Verteilungsergebnisse des Marktes 44 3.1 Einfiihrung . . . . . . . . . . . . . . . . . . .. . . 44 . . . . 3.2 Korrektur des Leistungsprinzips . . . . . . . . . . .. . . 46 .

The campaign and Battle of Chickamauga, August-September 1863, is an excellent vehicle for a Staff Ride. Because of the size of the forces involved and the difficulty of the terrain encountered, it represents an opportunity to raise many challenging teaching points relevant to today's officer. Second, the nation has wisely preserved most of the primary battle area in the Chickamauga and Chattanooga National Military Park and has marked most unit positions for detailed study by visitors. These markers are linked by an extensive trail network that permits access to all significant areas of the field. Thus, the park is an excellent physical laboratory for the study of conflict at the tactical and human level. Finally, because of its proximity to the city of Chattanooga, Tennessee, the battle site is easily supportable logistically for Staff Ride groups of any size. In sum, this campaign offers a great opportunity for study by the professional officer, as generations of American soldiers have already discovered. The Staff Ride Handbook for the Battle of Chickamauga, 18-20 September 1863, provides a systematic approach to the analysis of the great Civil War battle. It describes the organization of the Federal and Confederate Armies, detailing their weapons, tactics, and logistical, engineer communications, and medical support.

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