This thesis deals with the question whether experiential learning is a method or a science.
Based on different definitions of experiential education and it´s historical development, the perspectives of various authors were explained. This work argues against a narrowing of experiential education as action-oriented method.
A review of its scientific criteria and the application possibilities of their methods shows that experiential education can be taken seriously as a science. Their effectiveness, which is described by the transfer models, supports this theory.