Experiential Learnings Revised

Authors

  • Lee Herman Empire State College/State University of New York
  • Alan Mandell Empire State College State University of New York

DOI:

https://doi.org/10.56059/jl4d.v2i1.33

Keywords:

PLA, RPL, experience, learning

Abstract

The proposition is challenged that experience and learning are separate.  It is argued that all experience is necessarily learning, and that any object of experience may disclose unlimited learnings in both extent and profundity.  The implications of these claims are examined for teaching and learning, for the openness of the academy and for social justice.

Author Biographies

Lee Herman, Empire State College/State University of New York

Professor

Cultural Studies and the Arts

Alan Mandell, Empire State College State University of New York

Professor

Social Sciences

References

Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.

Descartes, R. Meditations, Meditation 2, http://www.earlymoderntexts.com/pdfbits/dm1.pdf

Dewey, J. (1916/1966). Democracy and education: An introduction to the philosophy of education. New York: The Free Press.

Downes, S. (2011). “ 'Connectivism' and connective knowledge" (blog post 1-05-11, 3:36 PM) (retrieved on 01 August 2013)

(http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html)

Fiddler, M., C. Marineau, & U. Whitaker (2006). Assessing learning: Standards, principles and procedures (2nd Edition). Chicago: Kendall Hunt.

Gamson, Z. F. (1989). Higher education and the real world: The story of CAEL. Wolfeboro, NH: Longwood Academic. pp. 29-30.

Herman, L., & Mandell, A. (2004). From teaching to mentoring: Principle and practice, dialogue and life in adult education. London and New York: Routledge.

James, William. (1890/1981). The principles of psychology. Cambridge, Mass: Harvard University Press.

Kant, I. Critique of pure reason (1999). trans. & ed. Paul Guyer, Allen W. Wood, Cambridge: Cambridge University Press. (original publication 1781-1787)

Laitinen, A. (September, 2012). Cracking the credit hour. New America Foundation and Education Sector. Retrieved at: http://higheredwatch.newamerica.net/sites/newamerica.net/files/policydocs/Cracking_the_Credit_Hour_Sept5_0.pdf)

Mandell, A., & Travers, N. (2012). A second chance for qualification: An interview with Patrick Werquin. PLAIO (Volume 1, Number 2) (www.plaio.org) retrieved 06 August 2013.

Michelson, E., & Mandell, A. (Eds.) (2004). Portfolio development and the assessment of prior learning: Perspectives, models, and practices. Stylus: Sterling, Virginia.

Nussbaum, M.C. (2000). Women and human development: The capabilities approach. Cambridge: Cambridge University Press.

Polanyi, M. (1966/2009). The tacit dimension. Chicago: The University of Chicago Press.

Psalms, 19, Translation Jewish Publication Society of America, 1917.

Sen, A. (2005). Human rights and capabilities. Journal of Human Development, 6 (2).

Shakespeare, W. Troilus and Cressida http://shakespeare.mit.edu/troilus_cressida/troilus_cressida.1.3.html

Tough, A. (1971). The adult's learning projects: A fresh approach to theory and practice in adult learning. Toronto: Ontario Institute for Studies in Education (The University of Toronto).

Van Gogh, V. (1889). Starry Night. http://www.vangoghgallery.com/catalog/image/0612/Starry-Night.jpg

Williams, W.C. (1923). XXII aka “The Red Wheel Barrow.” Spring and all. Compact Publishing. http://www.poets.org/viewmedia.php/prmMID/15537

Published

2015-03-20

How to Cite

Herman, L., & Mandell, A. (2015). Experiential Learnings Revised. Journal of Learning for Development, 2(1). https://doi.org/10.56059/jl4d.v2i1.33

Issue

Section

Commentary
Received 2013-11-18
Accepted 2015-02-03
Published 2015-03-20