Ontological inquiry, rhetoric, Cartesian subjectivity, Higher Education, experiential learning
Why are some learning experiences so profound that they alter our worlds, whereas others don’t end up sticking at all? The author investigates this question in the context of undergraduate education, recounting several educational experiments that highlight subtle but powerful aspects of the student learning experience. By exploring a different approach to teaching a math course, an alternative framework for academic specialization instead of traditional majors, and a radical approach to designing new institutions, an encounter with the hidden, ontological dimension of learning becomes possible. Accessing the ontological experience of the learner opens up new possibilities for meaningful, deep, and transformative learning experiences in higher education.
"Learning that Matters is Messy: Experiments Revealing Hidden Potential in Higher Education,"
Turning Toward Being: The Journal of Ontological Inquiry in Education: Vol. 1:
1, Article 5.
Available at: https://rdw.rowan.edu/joie/vol1/iss1/5