An analysis of the term

Abstract

An analysis of the concept "experience" is conducted, both in ordinary language and in adult education literature, for the purpose of adding clarity to what is meant or intended by the use of the term "experience."

Conclusions are as follows: (1) the meaning of the term experience has expanded over time; (2) current ordinary language usage includes at least six kinds of meanings; (3) usage within adult education literature closely parallels ordinary language usage; (4) authors of adult education literature use the term experience to connote different meanings often in the same paragraph; (5) multiple meanings of experience when used in a single paragraph may result in confusion; (6) it is important for authors of adult education to agree on what they mean by experience; and (7) the outcome of this work may have confirmed the ambiguity and confusion surrounding the use of the term experience. Implications concerning the use of experience as a theoretical construct in adult education are discussed.

The study consists of three major divisions. First, analysis, following Soltis (1978), identifies six senses of the term as represented by the following typology: Noun (1) perception, (2) knowledge, (3) events; Verb (1) to be converted, (2) to undergo, and (3) to learn. Second, examples from adult education literature illustrate usages of the term. Five categories of usage are noted: Noun (1) perception, (2) knowledge, (3) events, Verb (2) to undergo, and (3) to learn. Third, an analysis of the term experience as used in adult education is conducted based on the techniques of differentiation-type and conditions-type analysis as suggested by Soltis (1978).