A Theoretical Framework

Abstract

Before proceeding to a discussion of specific is sues related to engaged learning at the college level, I want to lay out the theoretical point of view that informs the later chapters on epistemological, pedagogical, and institutional challenges and possibilities in experiential education; in addition, I will explain my take on several concepts helpful in the later analysis. The question addressed here is this: What conceptual tools will most effectively build our understanding of what goes on when a newcomer engages in activities in an out-of-classroom setting, whether a work-related internship or a community-based service project? The approach described in this chapter draws on an eclectic but (I believe) productive body of theory and research on the nature of knowledge-use and learning in situated experience. It differs in some ways from the common conceptions of learning found among both mainstream and experiential educators—especially in terms of its degree of specificity—but is, I will argue, more compatible with the fundamental premises and goals of engaged education.