Our communications manager Rachel Saudek has a really cool day job. She has been working for a sailing non-profit in the San Francisco Bay that brings students from all over the Bay Area out to experience life on the water and learn about their local ecology from a new perspective. During one of our Zoom meetings, we three mused over the many connections between experiential learning and the Restorative approach, and this blog was born. Rachel describes an aspect of life on the boat, then we respond and highlight the overlap between our approaches. 

Rachel: Experiential Learning is a methodology of learning wherein students engage in hands-on experience with opportunities to reflect, analyze, make choices, and directly connect their learning to real-world experiences. Some students come on the ship for a few hours, while others come aboard for a whole week to sail from harbor to harbor. In these scenarios, students are thrust into an environment where they are learning a whole new reality—that of the wind and the sea and the sails, while reckoning with communal living in tight quarters. In these scenarios, students learn physical skills about how to set sails and work with new tools such as lines, winches and pin rails, as well as to be highly aware of their physical surroundings. 

Rebecca: When I hear the words reflect, analyze, and make choices, I immediately think about how Restorative Practices allow us to transcend knee-jerk reactions and replace them with thoughtful responses. Instead of a sailboat, students may be in a Circle; yet both provide structure and separation from one’s usual surroundings, creating a new way of being together and an openness to learn new skills.

Rachel: During the sailing trips, we encourage participants to be curious and engaged while in a brand new situation. Most students have never been out on the water before, much less on a sailboat, and navigating this new experience can bring up both excitement and vulnerability. On board the boat the key to success is striking a balance between meeting participants where they are and giving them an opportunity to go beyond their comfort zone. We do our best to get to know students by asking them questions—this gets us all on the same page and lets everyone know that we want to hear from them, not simply talk at them—in essence, that this is a participatory event. By accessing their inner wisdom first, they get the opportunity to think for themselves, be heard and responded to, and be actively engaged in the learning process.

Rebecca: I love that Rachel is thinking about striking a balance with participants by allowing them to come as they are, but to create space and opportunity to push past their preconceived limits. Whether using Restorative language or facilitating a Circle, the key is to lead with curiosity. A Restorative approach values each individual: Who are you and how are you right now? What is your story? Would you be willing to share more? When asking open-ended questions with authentic curiosity, the dynamic shifts and draws people in, creating more engaged learners.

Rachel: In experiential learning, active participation is the crux of learning and success. Rather than being told the answers, participants get to learn through discovery and their own experience. They grow through being actively involved in the process of inner reflection, sharing, listening, and cooperation. This emphasis on participation stands in contrast to a traditional learning environment, where students are lectured at or handed decisions by authorities. 

Rebecca: Yes! One of the main differences between traditional models and Restorative models is that instead of telling others what rule they broke and imposing a consequence, we are curious about what caused harm in a relationship. We want to know what happened, tease out what may have caused a harmful behavior, and create an environment where the responsible party feels safe enough to take accountability for their actions. We involve the harmed party and the responsible person in reflection, which leads to learning that is more profound and longer lasting. Telling the answer takes power away from everyone involved. Participation in the process shares power.

Rachel: On the boat, every person has a specific role at any given time, whether it is handling a sail or standing watch or doing chores, and every role is important to the success of the community. When handling a sail, their actions have a direct physical impact on the safety of others and on the movement of the boat. When living in such a small community, every person’s attitude and actions have an impact on the group. I have also seen groups of students become very connected and start taking better care of each other and the ship over the course of a program. 

Rebecca: So beautifully said. A Restorative community has room for each person to contribute. Everyone has a chance to bring their full potential to bear, whether in Circle or in conversation. We’ve noticed that when Circles are run over time, the Circle takes care of itself. Facilitators become the rudder of the ship, making small adjustments over time, instead of being the sails that power the movement. The participants work together, within their relationships, to achieve a positive outcome. They are then able to carry the skills practiced in Circle into their daily lives.  

Experiential learning is a form of Restorative pedagogy. It provides an alternative to the traditional classroom where there are opportunities for students to use their voice, to engage with their surroundings or classmates, and to connect in a present and embodied way and share a meaningful experience. When students tap into prior knowledge and lived experience, learning is deeper, more profound, and longer lasting. Inviting inquiry versus imparting knowledge has a much bigger impact on learning outcomes. 

What activities are you and your own loved ones and colleagues engaged in that synergize with Restorative values and practices? There may be more than you think!