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dc.contributor.authorHerman, Lee
dc.contributor.authorMandell, Alan
dc.date.accessioned2015-06-07T13:47:50Z
dc.date.available2015-06-07T13:47:50Z
dc.date.issued2015
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/872
dc.description.abstractThe proposition is challenged that experience and learning are separate. It is argued that all experience is necessarily learning, and that any object of experience may disclose unlimited learnings in both extent and profundity. The implications of these claims are examined for teaching and learning, for the openness of the academy and for social justice.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learningen_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 2, no. 1
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0en_US
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/33
dc.subjectExperiential Learningen_US
dc.titleExperiential Learnings Reviseden_US
dc.typeJournal Articleen_US


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