Abstract
In any learning event, one's self-concept is being formed, challenged, extended, threatened. Some self-concepts about being a learner can become harmful self-fulfilling prophecies if left unarticulated. A necessary objective in the learning process may be to bring one's own experiences as a learner into cognitions about self as learner. This action permits alternative and flexible self-conceptions. Support for this objective is discussed with reference to theoretical assumptions underlying experiential education. Use of experiential language expressed in terms of polarities and dilemmas is presented as a method by which concepts of self as learner can be articulated effectively.
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