Practice and Perspective: Two Views of Experiential Education.Report as inadecuate




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The ideas and practices of two philosopher-educators and their implications for experiential education are surveyed. Earl Kelley holds that learning is not a matter of acquisition and acceptance, but a result of process and subject to continuous modification. He maintains that the educational system disregards and impedes the learner's purpose. He proposes that students learn, without coercion, in accordance with their own purposes (or needs) and experiences. The experiential learning process begins with perception and purpose, moves to experience, and then proceeds to thought and value, which results in knowledge or learning. Education is growth that enables the whole organism to become more competent to cope with life. For Jiddu Krishnamurti, the categorization process by which we attempt to establish reality as a series of facts is not learning, but a distortion of learning. The function of education and learning is to create human beings who are integrated and intelligent. Intelligence is the transcendent mind, which can perceive the wholeness of something in a more spiritual sense. Knowledge is that body of data that comprises our rational picture of the world and how to live in it. Krishnamurti cautions us about education systems that focus too exclusively on the building up of knowledge at the expense of cultivating the larger mind, or intelligence. The highest function of education is to bring about an integrated learner who is capable of dealing with all aspects of life. (Contains 17 references.) (TD)

Descriptors: Cognitive Processes, Educational Philosophy, Experiential Learning, Intellectual Development, Intelligence, Learning Theories, Role of Education, World Views











Author: Raiola, Ed

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9537&id=ED398029



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