Learning as differentiation of experiential schemas

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15510%2F20%3A73599337" target="_blank" >RIV/61989592:15510/20:73599337 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333179223" target="_blank" >https://obd.upol.cz/id_publ/333179223</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4324/9780429298806" target="_blank" >10.4324/9780429298806</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning as differentiation of experiential schemas

Popis výsledku v původním jazyce

The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above.

Název v anglickém jazyce

Learning as differentiation of experiential schemas

Popis výsledku anglicky

The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding drawbacks of these frameworks. I show that Kolb’s theory fails to achieve its goal because it is rooted in some of the fundamental epistemological presuppositions of these frameworks. Subsequently, I present a group of works from phenomenology, in particular Merleau-Ponty’s, in order to show that Kolb’s attempt is insufficient due to a lack of understanding of the problem expressed by Kant via the concept of schema. Finally, I outline an interpretation of experiential learning as differentiation of experiential schemas and explain how it meets the epistemological challenges outlined above.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA16-19311S" target="_blank" >GA16-19311S: Modely tělesně zakotvené zkušenosti v teoretických základech zážitkové pedagogiky a jejích kinantropologických souvislostí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Experiential Learning and Outdoor Education: Traditions of Practice and Philosophical Perspective

ISBN

978-0-367-27929-5

Počet stran výsledku

19

Strana od-do

52-70

Počet stran knihy

134

Název nakladatele

Routledge

Místo vydání

London

Kód UT WoS kapitoly

000488824300006