Transcription of db 27 a,b&c 00 - PBworks
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db 27 a,b&c 00 - PBworks
Chapter published in Foley, G. (Ed.). Understanding Adult Education and Training. Second Edition. Sydney: Allen & Unwin, 225-239. EXPERIENCE-BASED LEARNING. Lee Andresen, David Boud and Ruth Cohen EXPERIENCE-BASED LEARNING: CONTEMPORARY ISSUES. The distinguishing feature of experience-based learning (or experiential learning1) is that the experience of the learner occupies central place in all considerations of teaching and learning. This experience may comprise earlier events in the life of the learner, current life events, or those arising from the learner's participation in activities implemented by teachers and facilitators. A key element of experience-based learning (henceforth referred to as EBL) is that learners analyse their experience by reflecting, evaluating and reconstructing it (sometimes individually, sometimes collectively, sometimes both) in order to draw meaning from it in the light of prior experience.
5 A belief in the unity of knowing and doing is not the exclusive property of liberal Western “First World” thinking. It was also central to the teachings of Mao
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