Experiencing Place for Experiential Learning

Abstract

Experiential learning continues to be a valued outcome of international educational mobility. However, underlying this proposition are unexamined or uncritical assumptions about the nature of learning, its relationship to experience, and how place mediates between the two. A fuller, more grounded, specification of experiential learning is more than an exercise in conceptual clarity. Rather, it holds the promise of accessing one’s abilities as a learner in ways hitherto unimagined, especially when found through relational engagement with place. Drawing on Kryder’s work, the article first outlines how experiencing place (re)familiarizes us with our inherent abilities of perception and cognition. Subsequently, it draws on the symbolism of the Pemako or mountain of hidden teachings to thoroughly explore the many facets of treasure discovery as a learning paradigm conducive to experiencing place and tapping into its perennial wisdom.

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kalyani Unkule

Kalyani Unkule ([email protected]) is associate professor at O.P. Jindal Global University in India. Her research complements her practice in intercultural dialogue and impact-driven projects in higher education internationalization and spiritual learning.