Rethinking Experience: What Do We Mean by This Word “Experience”?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper uses autoethnography to reassess the concept “experience” and the lack of theoretical frameworks within experiential education for delimiting experience within the practices and research around experiential, adventure, and outdoor education. Although a pivotal and essential part of practice, theoretical understandings of experience have been missing in experiential education scholarship. Experience is clearly a complex, constructed “reality.” Jagger (cited in Lauritzen, 1997, p. 83) has pointed out that an appeal to experience is “fraught with methodological difficulties.” What exactly is experience? Whose experience is heard? Like other disciplines, for example the studies of religions and psychology, experiential education has no rigorous definitions, characterizations, typologies, or conceptualizations of the focus of its study and practice—a type of experience. Drawing upon critiques from Indigenous, feminist, postcolonial, and black Americans and Canadians, and integrating with an autoethnographic approach, this paper provides a critique of the existing use of “experience” and sketches an initial approach for developing theoretical understandings of the central phenomenon of experiential, adventure, and outdoor education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it