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Experience, experientiality and complexity

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dc.contributor.authorOliveira Pires, Ana Luisa
dc.date.accessioned2018-03-16T11:21:11Z
dc.date.available2018-03-16T11:21:11Z
dc.date.issued2014
dc.description.abstractIn this paper we present a systematization of ideas that have emerged from a theoretical and epistemological reflection, relating the concepts of experience (Honoré, 1992, Larossa, 2002, 2011), knowledge from experience (Larossa, 2002, 2011, Freire, 1992, 2007, Sá-Chaves, 2004) developed within the conceptual field of adult education. Our purpose is to contribute to the discussion of the notion of experientiality, that we consider central to understand experiential learning processess and thus to contribute to adult education reflection, situating it in the epistemological framework of the complexity approach of Edgar Morin, where we find the basis and the presuppositions of this proposal. In this presentation, the concepts of experience and experientiality are analysed from the perspective of the complexity approach and the complex thinking (Morin, 1977, 1980, 1985, 1991, 1999,…, Nicolescu, 2003). We argue that is not possible to understand the complexity of adult learning processes without consider the existence of a central dimension — experientiality —, which has not been enough valued both in traditional theoretical educational approaches nor in adult learning settings. We will work the concept of experientiality evidencing its articulation with the concepts of experience and knowledge produced from experience, trying to evidence the existing epistemological links with the complexity approach and with the complex thinking of E. Morin. We also argue that the awareness of experientiality and experiential learning processes can be a basis for strengthening the transformative dimension of adult education (Freire, Mezirow), leading to the development of emancipatory practices and projects.en
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPires, A. L. O. (2014). Experience, experientiality and complexity: a pertinent discussion to adult education. In P. Guimarães, C. Cavaco, L. Marrocos, C. Paulos, A. Bruno, S. Rodrigues & M. Marques (Eds.). Proceedings of local change, social actions and adult learning: challenges and responses: ESREA network on between global and local: adult learning and development (pp. 358-368). Lisboa: Instituto de Educação da Universidade.pt_PT
dc.identifier.isbn978-989-8753-02-1
dc.identifier.urihttp://hdl.handle.net/10400.26/21998
dc.language.isoengen
dc.peerreviewedyesen
dc.publisherUniversidade de Lisboa, Instituto de Educaçãopt_PT
dc.subjectAdult educationen
dc.subjectExperienceen
dc.subjectExperientialityen
dc.subjectKnowledgeen
dc.subjectComplexityen
dc.titleExperience, experientiality and complexityen
dc.title.alternativea pertinent discussion to adult educationen
dc.typeconference object
dspace.entity.typePublication
oaire.citation.conferencePlaceLisboapt_PT
oaire.citation.endPage368pt_PT
oaire.citation.startPage358pt_PT
oaire.citation.titleProceedings of local change, social actions and adult learning: challenges and responses: ESREA network on between global and local: adult learning and developmenten
person.familyNameOliveira Pires
person.givenNameAna Luisa
person.identifier.ciencia-id1B14-AC6E-5257
rcaap.rightsopenAccessen
rcaap.typeconferenceObjecten
relation.isAuthorOfPublication738aa7d1-bcb2-4c86-b547-e3cd1e3cf8ae
relation.isAuthorOfPublication.latestForDiscovery738aa7d1-bcb2-4c86-b547-e3cd1e3cf8ae

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