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ERIC Number: EJ1008736
Record Type: Journal
Publication Date: 2013-Mar
Pages: 22
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0010-0994
Experiential Knowledge: How Literacy Practices Seek to Mediate Personal and Systemic Change
Gorzelsky, Gwen
College English, v75 n4 p398-419 Mar 2013
By analyzing Zen guided meditations, I argue that literacy researchers can improve the field's conceptual tools by investigating experiential knowledge. Using work on procedural knowledge and the emotional bases of perception, cognition, and decision making, I show that experiential knowledge drives perceptions and action, thus shaping subjectivity. Because subjectivities (re)constitute larger systems, scholars should investigate how literacy interacts with experiential knowledge to learn whether and how it mediates personal and systemic change. To further such efforts, I show how some literacy practices use conceptual and procedural knowledge to revise experiential knowledge, and I outline an experiential approach to studying literacy. (Contains 7 notes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A