Educational Experiences and Experience Styles

Abstract

The on-going revival of educational processes as experiences leads to a complex reflection on the characteristics that can make such processes more meaningful, especially on a personal level. In this article we propose a cultural framework that, starting from the definition of a set of general features characterizing the ‘experience’, allows to correlate universalities of the adopted model of process – in our case the ‘organic process’ – with the characteristics of individuals, including the preferences about the mode of interaction. This framework allows to go beyond the concept of learning styles and to introduce a more comprehensive set of styles – the experience styles – starting from which, once the appropriate indicators have been identified, one can perform a more comprehensive and precise monitoring of the educational experience, and more in general of all experiences.