Experiential education, which partakes of certain characteristics of formal education but rejects others, aligns with one of the key realities of emerging adults: They are ambivalent about institutions. On the one hand, they rightly sense that legacy institutions frequently are more motivated by concerns about institutional self-preservation than mission or innovation. This leads to suspicion of institutional life. On the other, they are adept at navigating the institutional demands of large institutions (most notably universities and often large corporations), and some easily identify with institutional life.

Rabbi Josh Feigelson, “Emerging Adulthood: Finding One’s Place as Jewish Educators”, eJewish Philanthropy (21 May 2013).

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