Experience:methods of New Knowledge

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The method used to obtain some information through the study of a subject, without the necessity is the direct experience is the dimensions of learning. However, there are some methods aim to introduce the new knowledge. For instance, to going in class and learning through observation and interaction in an environment, as opposed to reading about skill from a book. Although, in political science class, or job observation at Jersey City Together, could have some opportunities to any subject field of interest to provide the valuable experiential of learning, which contributes significantly at our classmates in the real world of the environment regarding citizenship and democracy.

However, in the class of citizenship and democracy we have learned and recognized some experiential learning, and knew that how to involve in learning. However, the experience forms at the beginning of the observation and reflection, is an opportunity to consider what working or failing reflective observation, about the ways to improve on the next challenge. Moreover, every new attempt to someone is to inform by a cyclical pattern of previous experience, and reflected as an active experimentation.

In addition, every real aspect in a class experiential contribute specially to make a process for a direct knowledge. However, the fast knowledge is an inherent process, which occur naturally, as a sincere of learning experience requires to a certain skill. According to Kolb’s any knowledge is continuously gain through the both side, personal and environmental experiences. Further Kolb states that “. In order to gain genuine knowledge from an experience” (K, 201) otherwise, a leaner must have the abilities to learn, and willing to be actively involve his experience. Further, able to reflect on his own experience, and to process the decision-making to problem solving skills.

Therefore, went to work at Journal Square Together, in the different events with the classmates there are some positive impact. Although, the experiential learning requires a self-initiative, to learn in an active phase of learning. However, the cycle of experiential has used as a framework to considering the different stages involved by a learner. On the other hand, the feeling or skills for an individual can provide the direction to making judgment as a guide, and choice the action operational.

Furthermore, the contribution of different aspects provided the experience and reflection by our guest speakers’ meeting. Fundamentally, they are also a big part of our experiential learning process, when the bolster our events at Jersey City Together and facilitate our skills, regarding negotiation and learning experiential while this semester as well. As an author said that, the successive of portions in an experiential is to creating a framework for more learning, and allowing for further experiences and reflection. Hence, this kind of thought reinforces the fact of that, the experimental of learning build and develops some reflection and experience to Journal Square Together.

In the meantime, how the community based work or meeting and actions class based movements, to a leader to understand the important role of experience plays in the learning process. In this case, the role of emotion and feelings in learning from the experience recognized the important part of learning. Even though, the factors to improve the experiential can occur without the supplementary, or the vital experiential of learning. Therefore, any student might encourage directly or involve himself in this practice to reflect on his own experience, by using the analytic skills. Otherwise, to gain a better understanding to the new knowledge, and retain the information for a long time.

There is more traditional course work such as papers and discussion board, contributed to learning, the community meetings actions, class based facilitation of experiential learning and reflection challenge. However, the skill facilitator asking often the right questions and guiding some reflective conversation before, during, and after an experience, and could help to open a gateway of powerful to a new thinking and learning.

In contrast, there are some recommendations we could have, if the approach used in another classes experience. Indeed, this is the most important to learning process, and it is important to remind the capital of experience to a good facilitator, or teacher, may improve the likelihood of experimental learning occurring, meanwhile, the facilitator is not essential to experiment to learning. In contrast, the mechanism of experimental learning is the learner’s reflection on the research using by the analytic skills. Indeed, this approach can occur without the presence of a facilitator, meaning that the experiential of learning will not to define the presence of a facilitator.

Considering the experiential of learning in developing course or program content, the professor provides an opportunity to develop a framework to citizenship and democracy class. Meanwhile, for adapting, varying, teaching, and learning several techniques into each events at Journal Square Together by the students. However, this class will contribute to shape, and help to know how to think concerning the future.

Conversely, the reflections on the readings have to inform the class’ activities, regarding the papers reflection, how the reading on the democracy class and citizenship after many guests’ speakers meeting up once again in class lecture will have? Concerning some experience and events to Jersey City Together and what they heard about.

However, on IAF community organizing have helped people to think about democracy, citizenship, and civic engagement as well. Obviously, there are some concrete experience stage regarding the leaner experiences here and now. This experience forms the basis for observation and reflection that the learner has the opportunity to consider what is working or failing reflective observation; and to think about the ways to improve on the next attempt made at riding abstract conceptualization. On September Wednesday 26, 2018, the class gathered in Jersey City for our first, group action project. Once we arrived at Journal Square, the class met with two Jersey City Together organizers. After a brief introduction, the class divided in to about five groups, soon after a JCT organizer presented each student with a list of building addresses. After each group assigned a specific building, every group had the same task of knocking on doors of tenants in buildings and speaking with the tenants, whose buildings were subject to Jersey City’s rent control law.

Furthermore, when our group members and I arrived at our assigned building, it was easy to get in, because one of the tenants was leaving let us to come inside. Further, when I asked the same tenant if he had any questions or concerns, he replied that he did not have anything bad to say, that he loved living in the building. Furthermore, after we are knocking on all four doors on the first floor, we received no answer. However, we had found a tenant who was exiting in the building and he was willing to speak to us after we gave him a longer introduction and identified ourselves as Rutgers students working in Jersey City Together

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experience:methods of new knowledge. (2021, Oct 12). Retrieved April 18, 2024 , from

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