Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition
Bibliographic record
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.009 | 0.015 |
| Science and technology studies | 0.001 | 0.009 |
| Scholarly communication | 0.005 | 0.010 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".