A Philosophy of Experience for the Unfamiliar Encounter

Autor/in	Buethe, John
Titel	A Philosophy of Experience for the Unfamiliar Encounter
Quelle	In: Educational Theory, 72 (2022) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12513
Schlagwörter	Experience; Familiarity; Experiential Learning; Educational Philosophy; Educational Theories; Prior Learning; Ambiguity (Context) + Suchen Sie Ihr Suchwort? Erfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Vorkenntnisse
Abstract	We turn to experience when confronted by a problem, or so John Dewey's oeuvre suggests. Yet, what use is experience when the problem falls outside the boundaries of the known? Drawing upon a range of thinkers -- from Alain Badiou to Elaine Scarry to Maggie Nelson -- John Buethe takes Dewey's familiar thesis one step further to interrogate experience as preparation for radically unfamiliar circumstances, namely circumstances for which there is no experiential referent. He concludes that not only is an experiential education superior in its ability to bridge learners into the world as it is, it also possibly orients the subject to the good during times of uncertainty. Considering present volatilities within the state and society, the environment, and public health, educators may benefit by viewing experience under this light. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11