This paper highlights the various conceptual understandings of learning in practice, the various terms of andragogy and their particular systems that will reflect great educational implications. It will include a discussion of some of these learning perspectives, focusing upon their theoretical and practical strengths and limitations within applied and experiential contexts.
It is important to realize the implications and contributions of the learning concepts and to forge a bigger interactive picture between knowledge and experience on current and future biological lives. This monograph focuses and examines experiential learning through a different lens that attempts to fill any unfulfilled pedagogical gaps in my work area.
Inhaltsverzeichnis (Table of Contents)
- Learning Discourses
- Learning systems applied to the workplace
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to examine the concept of experiential learning from various theoretical perspectives, analyzing their strengths and limitations in applied and experiential contexts. It explores the implications of these learning perspectives for the author's own roles and practices. The paper also seeks to bridge the gap between knowledge and experience in the context of biological life.
- Different theoretical perspectives on learning
- The role of reflection and critical analysis in experiential learning
- The impact of power dynamics and cultural contexts on learning
- The application of learning theories to the workplace
- The importance of creating a better learning community for everyone
Zusammenfassung der Kapitel (Chapter Summaries)
Learning Discourses
This chapter examines various learning discourses, including constructivism, critical cultural learning, and enactivism. It explores the limitations of individual reflection in addressing complex problems and the importance of critical reflection in challenging dominant ideologies. The chapter also discusses the role of the unconscious mind in learning and the significance of participation in shaping individual and collective knowledge.
Learning systems applied to the workplace
This chapter focuses on the application of constructivism and critical resistance approaches to the author's workplace context. It highlights the challenges of promoting active knowledge construction in a restrictive environment and the impact of power relations on learning. The chapter also explores the limitations of these approaches and the need for more open and universally accepted learning systems.
Schlüsselwörter (Keywords)
Experiential learning, constructivism, critical cultural learning, participation, enactivism, reflection, power dynamics, workplace learning, learning community.
- Citation du texte
- Patrick Sim Puay-I (Auteur), 2007, A Review about Experiential Learning as the Educational Construct, Munich, GRIN Verlag, https://www.grin.com/document/304634
