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Experiential Education in China
Though China's formal education system is known for its high structure and intensive use of testing (gaokao), there have been recent introductions of experiential learning methods in both formal and informal settings. Scholarship in the last few years has produced a set of emerging case studies worthy of attention. These pilot programs fall into three general categories of interest.

Personal Development
Recently several examples of experiential learning have emerged in China's formal curriculum. Many of these programs are designed around Kolb's four stage learning model and focus on holistic practices. A few years ago, Outward Bound education was introduced on the Chinese mainland. Moving away from the state controlled curriculum based on China's military training system, these Outward Bound initiatives allow participants to learn by doing. Similar emphasis on student experience can be seen in recent developments in student evaluation systems, in which Chinese graduates are asked to rate their education not just by the usefulness of their degree, but on the emotional and social value of their entire educational experience. There are also general calls for China's education system to move away from its competitive roots and adopt a more cooperative learning environment. These changes are meant to foster individual creativity in a safe and supportive classroom, and eliminate the prejudice against the sharing of ideas. A few rare case studies have also emerged where art therapy has been introduced as a direct healing method for child and adult victims of trauma. Relying heavily on the use of shared experience, this methodology further challenges traditional Chinese teaching methods with direct experiential practices.

Creativity in Business
In response to a perceived lack of creativity and innovation in the industrial sector, several Chinese scholars are now calling for experiential methods in business education. Faults in the current formal system of education have provoked some MBA programs to adopt largely Western methods, such as more interpersonal interaction between instructor and student as well as extensive group work. One university in Macau has even incorporated a service learning component into their MBA requirement. Scholarship as early as 2004 has recognized the need in China for a more holistic approach to business education and called for the increased use of personal narrative and shared experience. This inclusion was particularly significant when students were exposed to case studies localized to Chinese contexts. Other scholarship focuses on the value of risk, noting that Chinese business students are highly risk averse when compared to their Western peers.

Multicultural/Minority Issues
Experimentation with experiential learning is also present in several case studies of emerging intercultural curricula. Recently a English language program in Dalian China allowed for Muslim Uyghur students to use personal narratives to assist in the instruction of cultural lessons to the Han peers. The instructor drew from non-formal, indigenous education practices in both Canada and the United States. Other scholarship notes how English language curricula can provide a unique opportunity to teach Chinese culture through new methodology. However, there also appears to be a fear that Western education and influences can dilute or skew traditional Chinese values. Additional scholarship focuses on how traditional Buddhist narratives can teach ethics in a multi-ethnic national context. Similar case studies in culture based experiential learning can also be found in recent scholarship in Taiwan.