Sharing experiences in class discussion modifies learners' attitudes and interpretations¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? When one adult learner shares in what another has thought and felt, the sharer's own attitude is modified, and formulating experience for communication requires seeing it as another would see it. → Ellis 2012

Evidence¶

Ellis 2012¶

Ellis, M. L. (2012). Using the Pragmatic Progressive Philosophy in Adult Education. https://eric.ed.gov/?id=ED536865

q1 · i? · theoretical · r2

Theoretical argument quoted from Dewey within the essay's discussion of connecting adult experiences to learning; the article offers no empirical test, presenting this as a philosophical account of how "his own attitude modified" occurs through shared experience.

"One shares in what another has thought and felt and in so far, meagerly or amply, has his own attitude modified. The experience has to be formulated in order to be communicated."

Discussion¶

Related Claims¶

• Feuerstein argues learning through direct, unmediated experience cannot yield meaningful learning or full modifiability — related
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related
• Building Empathy Improves Intergroup Attitudes — related
• Presentation technologies such as paper posters and PowerPoint mediate the sharing of ways of seeing in design studio critique sessions — related