In this article, we explore the connections between two distinct approaches: experiential learning (EL) and 4E cognition. EL emphasizes the role of concrete experiences as the building blocks of learning, whereas 4E cognition views cognition as arising from the interactions that an individual has with their physical and social environment. Despite their divergent theoretical frameworks, methodologies, and interests, we argue that both frameworks share a common vision of cognition and that their integration could mutually enhance their respective fields. This article outlines the historical origins and underlying assumptions of both frameworks, highlighting the potential links that can be established between them. Specifically, we explore the significance of embodiment, embeddedness, extended cognition, and enactive processes in learning and cognition. To bridge these frameworks, we propose employing the concept of “concrete experience” as an active engagement of individuals with their physical and social surroundings. By encompassing the essential aspects assigned to concrete experiences in EL, as well as the embodiment, situatedness, extended cognition, and enactive features of 4E cognition, this notion serves as a unifying element. Ultimately, the article suggests that combining the insights from EL and 4E cognition can offer a richer, more holistic understanding of representation.

中文翻译：

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体验式学习与 4E 认知之间的联系


在本文中，我们探讨了两种不同方法之间的联系：体验式学习 （EL） 和 4E 认知。EL 强调具体经验作为学习的基石的作用，而 4E 认知则认为认知源于个人与其物理和社会环境的互动。尽管它们的理论框架、方法和兴趣不同，但我们认为这两个框架有着共同的认知愿景，并且它们的整合可以相互促进各自的领域。本文概述了这两个框架的历史起源和基本假设，并强调了它们可以之间建立的潜在联系。具体来说，我们探讨了体现、嵌入、扩展认知和主动过程在学习和认知中的重要性。为了弥合这些框架，我们建议采用“具体体验”的概念作为个人与其物理和社会环境的积极参与。通过包含 EL 中分配给具体体验的基本方面，以及 4E 认知的体现、位置、扩展认知和主动特征，这个概念起到了统一元素的作用。最终，文章建议将 EL 和 4E 认知的见解结合起来，可以提供更丰富、更全面的表征理解。