Experiential Learning
Experiential Learning

Author: David A. Kolb

Publisher: Pearson Education

Published: 2015

Total Pages: 417

ISBN-13: 0133892409

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Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.

Information Experience in Theory and Design
Information Experience in Theory and Design

Author: Tim Gorichanaz

Publisher: Emerald Group Publishing

Published: 2020-10-01

Total Pages: 220

ISBN-13: 1839093684

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SI 14 provides a rigorous theoretical foundation for the study of information experience, an emerging field within Information Science. With particular focus on information behavior and literacy, it explores the importance and implications of individual user experience through the themes of understanding, meaning, and self.

Experience and Theory
Experience and Theory

Author: Stephan Korner

Publisher: Routledge

Published: 2013-04-15

Total Pages: 241

ISBN-13: 1135028370

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Originally published in 1966. This volume analyzes the general structure of scientific theories, their relation to experience and to non-scientific thought. Part One is concerned with the logic underlying empirical discourse before its subjection to the various constraints, imposed by the logico-mathematical framework of scientific theories upon their content. Part Two is devoted to an examination of this framework and, in particular, to showing that the deductive organization of a field of experience is by that very act a modification of empirical discourse and an idealization of its subject matter. Part Three analyzes the concordance between theories and experience and the relevance of science to moral and religious beliefs.

John Dewey's Theory of Art, Experience, and Nature
John Dewey's Theory of Art, Experience, and Nature

Author: Thomas M. Alexander

Publisher: State University of New York Press

Published: 2012-02-16

Total Pages: 356

ISBN-13: 0791494446

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Thomas Alexander shows that the primary, guiding concern of Dewey's philosophy is his theory of aesthetic experience. He directly challenges those critics, most notably Stephen Pepper and Benedetto Croce, who argued that this area is the least consistent part of Dewey's thought. The author demonstrates that the fundamental concept in Dewey's system is that of "experience" and that paradigmatic treatment of experience is to be found in Dewey's analysis of aesthetics and art. The confusions resulting from the neglect of this orientation have led to prolonged misunderstandings, eventual neglect, and unwarranted popularity for ideas at odds with the genuine thrust of Dewey's philosophical concerns. By exposing the underlying aesthetic foundations of Dewey's philosophy, Alexander aims to rectify many of these errors, generating a fruitful new interest in Dewey.

Ethics and Experience
Ethics and Experience

Author: Tim Chappell

Publisher: Routledge

Published: 2014-12-05

Total Pages: 240

ISBN-13: 131749265X

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"Ethics and Experience" presents a wide-ranging and thought-provoking introduction to the question famously posed by Socrates: How is life to be lived? 'An excellent primer for any student taking a course on moral philosophy, the book introduces ethics as a single and broadly unified field of inquiry in which we apply reason to try and solve Socrates' question. "Ethics and Experience "examines the major forms of ethical subjectivism and objectivism - including expressivism, error theory', naturalism, and intuitionism. The book lays out the detail of the most significant contemporary moral theories - including utilitarianism, virtue ethics, Kantianism, and contractarianism - and reconsiders these theories in the light of two questions that should perhaps be asked more often: Is moral theory, with its tendency to regiment ethical thought and experience, really the best way for us to apply reason to deciding how to live? And, might it not be more truly reasonable to look for less system and more insight?

The Authority of Experience
The Authority of Experience

Author: John C. O'Neal

Publisher: Penn State Press

Published: 2008-08-26

Total Pages: 298

ISBN-13: 0271027797

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Sensationism, a philosophy that gained momentum in the French Enlightenment as a response to Lockean empiricism, was acclaimed by Hippolyte Taine as &"the doctrine of the most lucid, methodical, and French minds to have honored France.&" The first major general study in English of eighteenth-century French sensationism, The Authority of Experience presents the history of a complex set of ideas and explores their important ramifications for literature, education, and moral theory. The study begins by presenting the main ideas of sensationist philosophers Condillac, Bonnet, and Helv&étius, who held that all of our ideas come to us through the senses. The experience of the body in seeing, hearing, smelling, tasting, and touching enabled individuals, as John C. O'Neal points out, to challenge the sometimes arbitrary authority of institutions and people in positions of power. After a general introduction to sensationism, the author develops a theory of sensationist aesthetics that not only reveals the interconnections of the period's philosophy and literature but also enhances our awareness of the forces at work in the French novel. He goes on to examine the relations between sensationism and eighteenth-century French educational theory, materialism, and id&éologie. Ultimately, O'Neal opens a discussion of the implications of sensationist thought for issues of particular concern to society today.

Plotting the Reading Experience
Plotting the Reading Experience

Author: Paulette M. Rothbauer

Publisher: Wilfrid Laurier Univ. Press

Published: 2016-06-30

Total Pages: 584

ISBN-13: 1771121750

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This book is about the experience of reading–what reading feels like, how it makes people feel, how people read and under what conditions, what drives people to read, and, conversely, what halts the individual in the pursuit of the pleasures of reading. The authors consider reading in all of its richness as they explore readers' relationships with diverse textual and digital forms. This edited volume is divided into three sections: Theory, Practice, and Politics. The first provides insights into ways of seeing, thinking, and conceptualizing the experience of reading. The second features a variety of individual and social practices of reading. The third explores the political and ethical aspects of the reading experience, raising questions about the role that reading plays in democracy and civic participation. With contributions from multidisciplinary scholars from around the world, this book provides provocative insights into what it means to be a reader reading in and across various social, cultural, and political contexts. Its unifying theme of the reader's experience of reading is put into dialogue with theories, practices, and politics, making this a rewarding read for graduate students, faculty, researchers, and librarians working across a range of academic fields.

How Doctors Think and Learn
How Doctors Think and Learn

Author: Derek Burke

Publisher: Springer Nature

Published: 2020-08-10

Total Pages: 191

ISBN-13: 303046279X

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This book describes the theoretical basis for the acquisition; development and refining of professional medical skills from entry level into professional training to those developing specialist expertise. Chapters review the presently available literature on educational theory, the cognitive processes underpinning memory and learning, skill acquisition, competence and assessment and reflection. A synthesis is also presented on why a particular theoretical foundation model of professional skill acquisition should be adopted based on the current understanding of traditional educational theory, theories of cognitive development and neurophysiology. How Doctors Think and Learn details the theoretical basis for acquiring and developing professional medical skills and is an essential resource for all those who deliver medical education, training and professional development.

Recollection and Experience
Recollection and Experience

Author: Dominic Scott

Publisher: Cambridge University Press

Published: 1995-08-17

Total Pages: 301

ISBN-13: 0521474558

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Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.