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Experiential learning education is a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values.

Equine Facilitated Experiential Learnng (EFEL) work is helpful to couples and families who might wish to make changes in areas of communication, decision-making and life planning. Horses are allies in creating clear and open hearts. They require that what we are presenting to each other be congruent and consistent.
Individuals might schedule sessions as an adjunct to ongoing therapy or for an opportunity to see a challenging issue with new eyes. Anyone experiencing a life transition would find this work beneficial. Horses as teachers create new self-awareness and expanded confidence.

Experiential learning tools assist the process of communication and understanding between horses and humans. The Equine Spirit Mask allows humans to experience the world through the eye of the horse. This specially designed product helps humans to understand the way it feels to be a horse and to embody the strength, and sensitivity of equus.

The principles of experiential education practice are:

Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.

Experiences are structured to require the learner(2) to take initiative, make decisions and be accountable for results.

Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative and constructing meaning.

Learners are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic.

The results of the learning are personal and form the basis for future experience and learning.

Relationships are developed and nurtured: learner to self, learner to others and learner to the world at large.

The educator(3) and learner may experience success, failure, adventure, risk-taking and uncertainty, because the outcomes of experience cannot be totally predicted.

Opportunities are nurtured for learners and educators to explore and examine their own values.

The educator's primary roles include setting suitable experiences, posing problems, setting boundaries, supporting learners, insuring physical and emotional safety, and facilitating the learning process.

·  The educator recognizes and encourages spontaneous opportunities for learning.

·  Educators strive to be aware of their biases, judgments and pre-conceptions, and how these influence the learner.

·  The design of the learning experience includes the possibility to learn from natural consequences, mistakes and successes.

From the Association of Experiential Educators

I fell in love with the herd—they changed me. Every time I speak of them to my friends and family, I am filled with enormous love. They have all said that it is so strong that they feel it too.
--Alina, New York

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