The lecture as experiential education: The cucumber in 17th century Flemish art

Sean Blenkinsop, Carrie Nolan, Jasper Hunt, Paul Stonehouse, John Telford

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This paper uses an unconventional format to problematize a common
dichotomy found in the theory and practice of experiential education. The
paper comprises the contributions of five authors and begins with one
author’s description of a potential real-life scenario. Three co-authors
respond individually and independently to this question and the final author
joins with the first in the concluding comments section. The key consensus
of the responding co-authors is that simplistically equating the Deweyan
notion of primary experience with physical, tactile activity is a limited and
limiting understanding of experience in education and that in fact, under
the correct circumstances, a lecture can and even should be part of
experiential education. Finally, the two authors of the concluding
comments suggest that the field, must begin to move beyond John Dewey
while finding ways to overcome the deeply entrenched dualistic concept of
experience that continues to affect our practices and theorizing.
Original languageEnglish
JournalJournal of Experiential Education
Publication statusPublished - 9 May 2016

Keywords / Materials (for Non-textual outputs)

  • experience
  • experiential
  • educative
  • Dewey
  • lecture


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