ERIC Number: ED263397
Record Type: RIE
Publication Date: 1985-Nov-8
Participation in Crosscultural Settings: A Theory of Learning as a Process of Experiencing Difference.
This paper focuses on aspects of a process of learning (participation) that emerged in a study of crosscultural experiences. As a phenomenological work, this study brings attention to the possibility that how adults learn in everyday life may actually be a process of experiencing the difference between what is familiar and known, and that which is unfamiliar and therefore unknown. The theory presented in the paper is illustrated through the comments and perceptions of an English-as-a-second-language teacher in Canada who had had long experience of other cultures. From the experiences articulated by the teacher a model was generated that depicts a process of learning proceeding in steps through observing (awareness), acting in the scene (knowing), confronting difference (understanding), and involving oneself. The involving phase of the process represents the total acquisition of knowledge, wherein the known becomes familiar and therefore no longer in the forefront of consciousness, i.e., it is taken for granted. The new known then becomes a background for new perceptions of difference and therefore new learning. The paper concludes that confrontation of difference is rewarding because it is an opportunity for learning. (KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Adult Education Conference (Milwaukee, WI, November 8, 1985). A microfiche copy of the dissertation upon which the paper is based is available from Theses Division, National Library of Canada, Ottawa, Ontario.