04-05-2023, 10:30 AM
The facilitator focuses on knowledge , modifying the learning object and making the learner interact with the world in an active way . Training must, therefore, provide for active listening through the experience of concrete activity : this teaching methodology allows the learner to gain experiences that can help him in understanding and facilitating interactions. Dewey's learning by doing represents a new vision of training action , where the basic idea is to stimulate lifelong learning .
The role of experience in training As anticipated, a key element of Dewey's approach to training is experience: in fact, he proposes a new definition of this concept mobile number list which has belonged to philosophy since its origins. Unlike classical empiricism, Dewey argues that experience is not the mere sum of sensory data , and contrary to what experimental psychology claims, he believes that it is impossible to break down experience into successive and distinct moments , just as it is undesirable clearly distinguish the individual from the environment and the stimulus from the response .
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Specifically, therefore, experience for Dewey is a processand not the result of a simple accumulation of acquired knowledge. Furthermore, in experience it is not possible to distinguish the subject of experience from the object experienced : in this dialectic, individuals and the environment determine and mutually modify each other . Finally, Dewey does not consider experience as an isolated and single activity: experiences are always linked together in a continuum and are not an individual but a social fact .
The role of experience in training As anticipated, a key element of Dewey's approach to training is experience: in fact, he proposes a new definition of this concept mobile number list which has belonged to philosophy since its origins. Unlike classical empiricism, Dewey argues that experience is not the mere sum of sensory data , and contrary to what experimental psychology claims, he believes that it is impossible to break down experience into successive and distinct moments , just as it is undesirable clearly distinguish the individual from the environment and the stimulus from the response .
Specifically, therefore, experience for Dewey is a processand not the result of a simple accumulation of acquired knowledge. Furthermore, in experience it is not possible to distinguish the subject of experience from the object experienced : in this dialectic, individuals and the environment determine and mutually modify each other . Finally, Dewey does not consider experience as an isolated and single activity: experiences are always linked together in a continuum and are not an individual but a social fact .