Two current movements of experiential learning receiving attention in mainstream educational reform are service-learning and outdoor education/adventure programming. Although sharing common philosophical roots, these movements have branched out into a variety of different applications and approaches. With increasing pressures on educational reform movements, both fields could benefit from critically examining the effectiveness of their theories, practices, and organizational strategies. One potential way to enhance the practice and strengthen the presence of both service-learning and outdoor education is to examine their complementary strengths and areas for growth. This article offers a broad illustration and examination of strengths and areas for growth in each field and their associated methods, followed by suggestions for the future sharing of inquiry and action.
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