Experience as The Source of Learning and Development

1. By : Siti Khadijah Ibrahim
(Lecturer ofTarbiya Faculty Islamic State UniversityJakarta)
Experience asThe Source of Learning and Development

2. FIVE
THE STRUCTURE OF
KNOWLEDGE

3.  No account of human learning could be
considered complete without an examination
of culturally accumulated knowledge, its
nature and organization, and the processes
whereby individual learners contributed and
partake of that knowledge

4. Form of Knowledge?
 Empiricist : a “discovery” is new for the person who makes
it, but what is discovered was already in existence in
external reality and there is therefore no construction of
new realities.
 The Nativist or apriorist maintains : that the forms of
knowledge are predetermined inside the subject thus
again, strictly speaking, there can be novelty.
 By contrast, for genetic epistemologist, knowledge results
from continous construction, since in each act of
understanding, some degree of invention is involved: in
development, the passage from one stage to the next is
always characterized by the formation of new structures
which did not exist before, either in the external world or in
the subject’s mind. (Piaget, 1970, p. 77).

5. APPREHENSION VS COMPREHENSION
A DUAL-KNOWLEDGE THEORY
 The experiential learning cycle will suffice to
illustrate the limitations of either the
rationalist or the empiricist philosophies
alone as an epistemological foundation for
experiential learning. Experiential learning is
based on a dual knowledge theory: the
empiricists’concrete experience, grasping
reality by the process of direct apprehension,
and the rationalists’ abstract
conceptualization.

6. THE DIALECTICS OF APPREHENSION
AND COMPREHENSION
 The interactionism of experiential learning
theory places knowing by apprehension on
an equal footing with knowing by
comprehension, resulting in a stronger
interactionist position, really a
transactionalism , in which knowledge
emerges from the dialectic relationship
between the two forms of knowing.

7. Dialectics, Doubt, and
Certainty
 The relationship between apprehension and
comprehension is dialectic in the Helegian
sense although the results of either process
cannot be entirely explained in terms of the
other, these opposite processes merge
toward a higher truth that encompasses and
transcends them.

8.  The creation of knowledge is neither a
dogmatism of apprehension or
comprehension nor an utter skepticism, but
an attitude of partial skepticism in which the
of comprehension is held provisionally to be
tasted against apprehensions, and vice verse.
The critical difference between personal and
social knowledge is the presence of
apprehension is a way of knowing in personal
knowledge

9. THE STRUCTURE OF SOCIAL
KNOWLEDGE: WORLD HYPOTHESES
 This tension between common sense and
expert knowledge, between cognitive
security without responsibility and cognitive
responsibility without full security, is the
interior dynamics of the knowledge situation.
The indifiniteness of much detail in common
sense, its contradictions, its lack of
established grounds, drive thougt to seek
definiteness, consistency and reason.

10. Root Metaphor ?
 Pepper (formism/realism), root metaphor is the
observed similarity between objects and events.
 The second of mechanism (naturalism or
materialsm), root metaphor is the mechine.
 The third is contextualism (pragmatism), the
root metaphor of the changing historical event.
 The final relatively adequate world hypothesis is
organicism (absolute idealism), root metaphor is
achievement of harmonious unity

11. SOCIAL KNOWLEDGE AS LIVING
SYSTEMS OF INQUIRY-THE
RELATION BETWEEN THE STRUCTURE
OF KNOWLEDGE AND FIELDS OF
INQUIRY AND ENDEAVOR
 Knowledge does not exist solely in books,
mathematical formulas, or Philosophical systems: it
requires active learners to interact with, interpret,
and elaborate these symbols. The complete
structure of social knowledge must therefore
include living systems of inquiry, learning
subcultures sharing similar norms and values about
how to create valid social knowledge

12. THE EXPERIENTIAL LEARNING
THEORY OF DEVELOPMENT
 There is a quality of learning that cannot be
ignored. It is assertive, forward moving, and
proactive. Learning is driven by curiosity
about the here and now and anticipation of
the future. The experiential learning cycle
was not a circle but spiral, filling each episode
of experiential with the potensial for
movement, from blind impulse to a life of
choice and purpose. (Jhon Dewey)

13. LEARNING AND DEVELOPMENT AS
TRANSACTIONS BETWEEN PERSON
AND ENVIRONMENT
 The experiential learning theory of development
focused on the transaction between internal
characteristics and external circumstances, from
experience that shapes and actualize
development potentialities

14. DIFFERENTIATION AND
INTEGRATION IN DEVELOPMENT
 The dialectics of learning comes a human
developmental progression marked by
increasing differentiation and hierarchic
integration of functioning.The concepts of
differentiation an hierarchic integration are
fundamental to virtually all theories of
cognitive development and adult
development. Differentiation has two aspect,
an increasing complexity of units and a
decreasing interdependence of parts.

15. UNILINEAR VS. MULTILINIAR
DEVELOPMENT
 The experiential learning theory of
development differs significantly from most
Piaget inspired theories of adult development
in its emphasis on development as
a.multilinier process. The Piagetian theories
of cognitive and adult development portray
the course of development as unlinier, as
some from of movement toward increasing
differentiation and hierarchic integration of
the structures that govern behavior.

16.
The exclusive linearity of the
Piagetian approach in three
respect:
 It recognizes individual differences in the developmental
process. Individuals are different only insofar asthey are at
different stages of development.
 Arises from the tasactional perspectives of experiential
learning that conceptualizes development as the product of
personal knowledge and social knowledge.
 The practical implications of the issues above. The true
path toward individual and cultural development is to be
found in equal inquiry among affective, symbolic,
perceptual, and behavior knowledge systems.

17. THE EXPERIENTIAL LEARNING
THEORY OF DEVELOPMENT
 The way learning shapes the course of
development can be described by the level of
integrative complexity in the four learning
modes. 1. Affective complexity in concrete
experience result in higher order sentiments, 2.
perceptual complexity in reflective observation
results in higher order observations, 3. symbolic
complexity in abstract conceptualization results
in higher order concepts, and 4. behavioral
complexity in active experimentation results in
higher order actions.

18. ADAPTATION, CONSCIOUSNESS, AND
DEVELOPMENT
 As the extention of consciousness increases,
the same behavioral action is imbued with
broader significance, representing an
adaptation that takes account of factors
beyond the immediate time and space
situation.