Many of the goals and aims of experiential education are embodied in Quaker education and vice versa. Yet writings on both experiential education and Quaker education suggest the lack of a cohesive philosophy of education.

This monograph first provides background on Quaker education and experiential education, and then defines some of the parallels between the two. Its aim is to work toward a definition of a philosophy of experiential education and a philosophy of Quaker education by exploring some of these parallels.

Topics that are explored: both approaches as progressive approaches; the student-centered natures of both philosophies; importance of community service; use of trips and expeditions; peace education as a component.

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