The nature and role of experiential knowledge for environmental conservation

Understanding the nature and role of experiential knowledge for environmental conservation is a necessary step towards understanding if it should be used and how it might be applied with other types of knowledge in an evidence-based approach. This paper describes the nature of experiential and expert knowledge. It then discusses the role of experiential knowledge as a complement to scientific knowledge and explains the interplay between experiential knowledge with conservation research and practice using a simple conceptual model of how individuals learn. There are five main conclusions: (1) because experiential knowledge will always play a role in decision-making, enhancing ability to learn from experiences (including research) will have a significant influence on the effectiveness of conservation outcomes; (2) while experiential knowledge is qualitatively very different from quantitative information, both are important and complementary; (3) some experiential knowledge can be expressed quantitatively, but experiential knowledge can be difficult to isolate as single facts or propositions and qualitative methods will therefore often be required to elicit experiential knowledge; (4) because each person's expertise is unique, when using experiential knowledge the extent of a person's experience and its relevance to a particular problem need to be specified; and (5) as with any form of knowledge, there are limitations to that derived from personal experience. Synthesis and communication of research is therefore essential to help prevent erroneous thinking and, where possible, experiential knowledge should be used in conjunction with other types of information to guide conservation actions.Publisher PDFPeer reviewe

Experiential Knowledge Without Experience: A response to Cray

This paper responds to Wesley Cray’s article “Omniscience and Worthiness of Worship.” According to Cray, “an omniscient being is one that instantiates all propositional and experiential knowledge,” and no person can have that entire body knowledge. Contrary to Cray, this paper indicates that God’s omniscience implies full propositional knowledge, but only experiential knowledge that is great-making and non-composite. The central argument this paper proposes is that experiential knowledge does not imply that one has had that experience; for God, experiential knowledge may come from a variety of avenues. This article concludes with alternative arguments against Cray’s formulation of God

A fresh look on the role of the second kind of knowledge in Spinoza’s Ethics

In this paper, through a close reading of Spinoza's use of common notions I argue for the role of experiential and experimental knowledge in Spinoza's epistemology

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 9, Issue 1, Winter 2020

Explicitly established to foreground interdisciplinary teaching and learning, Impact also welcomes evidence and discussion of experiential learning. Often the two – interdisciplinary teaching and experiential learning – co-exist. Yet even when they do not, both practices model how to think in myriad ways and to notice how knowledge is constructed. As our winter 2019 issue makes clear, interdisciplinary teaching and learning and experiential learning often begin with questions. Why does it matter that students grapple directly with archival material? What happens when undergraduates practice psychology by training dogs? Do students understand financial literacy? This issue also asks questions about students’ reading habits and faculty expectations of them as readers

Do Individual Differences And Aging Effects In The Estimation Of Geographical Slant Reflect Cognitive Or Perceptual Effects?

Several individual differences including age have been suggested to affect the perception of slant. A cross-sectional study of outdoor hill estimation (N = 106) was analyzed using individual difference measures of age, experiential knowledge, fitness, personality traits, and sex. Of particular note, it was found that for participants who reported any experiential knowledge about slant, estimates decreased (i.e., became more accurate) as conscientiousness increased, suggesting that more conscientious individuals were more deliberate about taking their experiential knowledge (rather than perception) into account. Effects of fitness were limited to those without experiential knowledge, suggesting that they, too, may be cognitive rather than perceptual. The observed effects of age, which tended to produce lower, more accurate estimates of hill slant, provide more evidence that older adults do not see hills as steeper. The main effect of age was to lower slant estimates; such effects may be due to implicit experiential knowledge acquired over a lifetime. The results indicate the impact of cognitive, rather than perceptual factors on individual differences in slant estimation

Circle talks as situated experiential learning: Context, identity, and knowledgeability in \u27learning from reflection\u27

This article presents research that used ethnographic and sociolinguistic methods to study ways participants learn through reflection when carried out as a “circle talk.” The data indicate that participants in the event (a) invoked different contextual frames that (b) implicated them in various identity positions, which (c) affected how they could express their knowledge. These features worked together to generate socially shared meanings that enabled participants to jointly achieve conceptualization—the ideational role “reflection” is presumed to play in the experiential learning process. The analysis supports the claim that participants generate new knowledge in reflection, but challenges individualistic and cognitive assumptions regarding how this occurs. The article builds on situated views of experiential learning by showing how knowledge can be understood as socially shared and how learning and identity formation are mutually entailing processes

Diagnosis by integrating model-based reasoning with knowledge-based reasoning

Our research investigates how observations can be categorized by integrating a qualitative physical model with experiential knowledge. Our domain is diagnosis of pathologic gait in humans, in which the observations are the gait motions, muscle activity during gait, and physical exam data, and the diagnostic hypotheses are the potential muscle weaknesses, muscle mistimings, and joint restrictions. Patients with underlying neurological disorders typically have several malfunctions. Among the problems that need to be faced are: the ambiguity of the observations, the ambiguity of the qualitative physical model, correspondence of the observations and hypotheses to the qualitative physical model, the inherent uncertainty of experiential knowledge, and the combinatorics involved in forming composite hypotheses. Our system divides the work so that the knowledge-based reasoning suggests which hypotheses appear more likely than others, the qualitative physical model is used to determine which hypotheses explain which observations, and another process combines these functionalities to construct a composite hypothesis based on explanatory power and plausibility. We speculate that the reasoning architecture of our system is generally applicable to complex domains in which a less-than-perfect physical model and less-than-perfect experiential knowledge need to be combined to perform diagnosis

The role of experiential content knowledge in the formation of beginning RE teachers

This article discusses the role of experiential content knowledge as an essential component to the formation of beginning RE teachers. The article initially outlines the meaning and parameters of experiential content knowledge and its relationship to the teaching of Religious Education in Catholic schools. An exploration of how this experiential content knowledge may be recognised is described with reference to the perceptions of a purposive sample of beginning RE teachers in Catholic secondary schools in Western Australia. The article then discusses the links between experiential content knowledge and developing a sense of vocation towards teaching Religious Education

Management Knowledge and Knowledge Management: Realism and Forms of Truth

This paper addresses the issue of truth and knowledge in management generally and knowledge management in particular. Based on ideas from critical realism and critical theory, it argues against the monovalent conceptualization of knowledge implicitly or explicitly held by many authors and aims instead to develop a characterization that recognises the rich and varied ways in which human beings may be said “to know”. It points out and conceptualises a fundamental dimension of knowledge that is generally ignored or cursorily treated within the literature, that is, “truth”. It identifies four forms of knowledge – propositional, experiential, performative and epistemological – and explores their characteristics, especially in terms of truth and validity. It points out some implications for knowledge management