What did the physicality of the actual bus add to the experiential context of your work?
Collaborative learning is largely rooted in Vygotsky's sociocultural or social development theory, linking learning within the experiential context and interaction with peers (Vygotsky 1978).
By contrast, Sonagachi peer education provided the experiential context that promoted and led to wider experiences of effective community action [ 161].
Moreover, mood is not an isolated mental object, easily dissociated from its experiential context and identified in an act of introspection (i.e., converted to a reportable symptom).
It is suggested that we need to build a notion of atmosphere that is particular to the study of non-experiential contexts, capable of accommodating the material infrastructure of social spaces (e.g. architecture, lighting and sensuous qualities) and movement (the corporeal staging of particular channels of experience) in order to move towards past atmospheres.
(The boundary around this topic is necessarily imperfect, since medical, legal, metaphysical, experiential, and other contexts intersect.
Parental vaccination decisions are based on an array of factors and parents integrate information according to their experiential and social contexts [ 11, 12].
Kohák is suggesting I think that our understanding of divine presence, or equally of contingency and order, also has some phenomenological content: to see in full what it is for God to be present, one needs to have some experiential knowledge of the contexts in which the concept of divine presence originates.
In line with the views expressed by Lai et al. (2012), future research is advised to move away from discussing semantics and instead focus on exploring the functional relationships between cognitive and experiential constructs in specific contexts.
For many international participants, the concept of telling the story of a disaster by using the physical ruins as a means to enhance experiential learning and give context to the personal story being shared, was creative and new.
Despite some limitations, the outcomes of this study demonstrate the usefulness of affective metacognitive scaffolding in the context of experiential training simulators; significant post-simulation increases in perceived relevance of the simulator, reflective note-taking, overall motivation, and feeling of success could be identified.
