Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8983
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition
Authors: Fenwick, Tara
Contact Email: tara.fenwick@stir.ac.uk
Issue Date: Aug-2000
Publisher: SAGE Publications
Citation: Fenwick T (2000) Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition, Adult Education Quarterly, 50 (4), pp. 243-272.
Abstract: This article offers a comparison of five distinct currents of thought apparent in recent scholarly writing addressing experiential learning, defined here as a process of human cognition. These five perspectives were selected for their heuristic value in expanding conventional notions of experiential learning, ranging from conceptions of reflective constructions of meaning to psychoanalytic, situated, emancipatory, and ecological theories of learning. A rationale for this typology is outlined, and the problems of classification and comparison of multiple perspectives are discussed. The five perspectives are each described briefly, outlining their view of knowledge, learning, and teaching; their understanding of relations between knower, culture, and knowledge; and critiques and questions raised by other perspectives. Caveats about the limitations and presumptions of such a typology are declared along with invitations for response and critique.
Type: Journal Article
URI: http://hdl.handle.net/1893/8983
DOI Link: http://dx.doi.org/10.1177/07417130022087035
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Education

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