Based on Experience & Education (Dewey, 1938). Every experience is shaped by each experience that came before it and leaves a residue that influences every experience that comes in the future. This is also referred to as continuity of experience.

1. TYPES OF EXPERIENCE
EDUCATIVE
positive experience that
promotes growth &
learning
NON-
EDUCATIVE
neutral experience with no
positive or negative
impact.
Dewey only refers to this without
actually defining it in the text of
Experience & Education (1938).
MIS-
EDUCATIVE
an experience that arrests
or distorts growth
RESIDUE
the accumulated product
of past experiences which
impact all future
experiences

3. Every experience is shaped by each experience that came before it and leaves a
residue that influences every experience that comes in the future.
This is also referred to as continuity of experience.
DEWEY’S EXPERIENTIAL CONTINUUM
PAST PRESENT FUTURE

4. CONTINUITY OF EXPERIENCE

5. Internal Conditions
Everything in the mind of the learner
including prior knowledge, needs, emotions,
motivation, etc.
Objective Conditions
Everything outside of the learner including
content activities, teacher, peers, school
culture, SES, etc.
INTERACTION
the mutual adaptation between objective and internal
Unpacking an EDUCATIVE EXPERIENCE
An educative experience arises when a learner’s way of understanding something
clashes with a new idea or situation they encounter.
Faced with this disequilibrium a learner must modify their way of thinking to
accommodate the new experience.

6. Internal Conditions
Everything in the mind of the learner
including prior knowledge, needs, emotions,
motivation, etc.
Objective Conditions
Everything outside of the learner including
content activities, teacher, peers, school
culture, SES, etc.
INTERACTION
the mutual adaptation between objective and internal
Unpacking an EDUCATIVE EXPERIENCE

8. Unpacking an EDUCATIVE EXPERIENCE
An educative experience arises when a learner’s way of understanding something
clashes with a new idea or situation they encounter.
Faced with this disequilibrium a learner must modify their way of thinking to
accommodate the new experience.
An educative experience arises when
a learner’s way of understanding
something clashes with a new idea or
situation they encounter.
Faced with this disequilibrium a
learner must modify their way of
thinking to accommodate the new
experience.

9. Crafting an EDUCATIVE EXPERIENCE
Role of the teacher: Evaluate the past and present conditions of the learner(s) and their experiences
in the environment and use this information to shape the direction of future learning.
Manipulate objective conditions in order to stimulate disequilibrium, providing situations that
challenge existing ways of thinking or being that will prompt inquiry and lead to growth.
DIRECTION OF FUTURE LEARNING

10. Evaluating an EDUCATIVE EXPERIENCE
Role of the teacher: Evaluate the past and present conditions of the learners and their
experiences in the environment and use these conditions to shape the direction of future learning.
Manipulate objective conditions in order to stimulate disequilibrium, providing situations that challenge
existing ways of thinking or being that will prompt inquiry and lead to growth.
DIRECTION OF FUTURE LEARNING