International Multilingual Journal of Contemporary Research

Herland Revisited: The Perspective of Education among Herlanders
Gülsah Tıkız, F. Feryal Çubukçu

Abstract
A close reading of Herland (1915), a feminist utopia written by Charlotte Perkins Gilman, reveals a number of implications including the principle of organization of the community, portrayal of different gender signals, signs of patriarchal ways of thinking, restrictions imposed on women, and Herlandian ways in shaping their people to achieve an efficient community. In forming such a community, theories of learning, education, and training along with a variety of different perspectives and dimensions need to be considered since all these play a shaping role in educating people. The fact that most people lack the ability to utilize efficient theories and to have the knowledge to select from a wider range of possibilities in order to support learning arises the need for in-depth analysis of these different philosophies. Experiential learning provides such a philosophy which plays a unifying role in joining many of the existing theories to provide efficient and long-lasting learning occasions. This study investigates the meaning of experiential learning suggested by Kolb (1984) and relates this to the practices of Herlanders through the development of Kolb’s experiential learning model.

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