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Translating Experience into Learning

Translating Experience into Learning li'anslating Experience Into learning Facilitating the Process for Adult Students Kenneth E. Smith and Donald W. McCormick s learning inherent in experience? Adults often are quite adept at describing their Most faculty involved in working lives in terms of their accomplishments in with adult re-entry students resumes and job interviews, the focus of which is would agree that it is not: We all what they have done. Yet they frequently find it know people who do not seem to learn from difficult to describe their lives in terms of what experience. they have learned from such accomplishments. Is experience necessary for learning to occur? The question that continues to preoccupy Most of us would agree that it frequently is, faculty at Antioch and many other institutions, although not always. then, is, "How can adult educators help students Can learning that resulted from experience be identify and articulate the college-level learning equivalent, or superior, to college-level learning? that resulted from their life experiences?" Many in adult higher education would agree that it often is (if by "college-level" we mean that the The Prior Experiential learning has at least both a conceptual and a Learning Proce.s generalizable element). This article focuses http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Translating Experience into Learning

Adult Learning , Volume 3 (5): 3 – Feb 1, 1992

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Publisher
SAGE
Copyright
© 1992 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959200300511
Publisher site
See Article on Publisher Site

Abstract

li'anslating Experience Into learning Facilitating the Process for Adult Students Kenneth E. Smith and Donald W. McCormick s learning inherent in experience? Adults often are quite adept at describing their Most faculty involved in working lives in terms of their accomplishments in with adult re-entry students resumes and job interviews, the focus of which is would agree that it is not: We all what they have done. Yet they frequently find it know people who do not seem to learn from difficult to describe their lives in terms of what experience. they have learned from such accomplishments. Is experience necessary for learning to occur? The question that continues to preoccupy Most of us would agree that it frequently is, faculty at Antioch and many other institutions, although not always. then, is, "How can adult educators help students Can learning that resulted from experience be identify and articulate the college-level learning equivalent, or superior, to college-level learning? that resulted from their life experiences?" Many in adult higher education would agree that it often is (if by "college-level" we mean that the The Prior Experiential learning has at least both a conceptual and a Learning Proce.s generalizable element). This article focuses

Journal

Adult LearningSAGE

Published: Feb 1, 1992

There are no references for this article.