Potential Abstract: This research article explores the intersection of experiential learning, discourses in education, and data science through a Heideggerian lens. By applying a Heideggerian phenomenological approach to the analysis of data in educational settings, this study seeks to uncover the deeper meanings embedded within the experiential discourses present in educational practices. Drawing on Heidegger’s philosophy, which emphasizes the importance of being-in-the-world and the understanding of phenomena in their contextual richness, this research aims to shed light on how experiential learning is shaped by discourses and how these discourses can be analyzed using data science methodologies.
Through the integration of Heideggerian philosophy with data science techniques, this study aims to provide a more nuanced understanding of the complexities of experiential learning in educational contexts. By examining the underlying discourses that influence and shape experiential learning practices, this research seeks to uncover the hidden assumptions, power dynamics, and ideologies that inform educational experiences. The findings of this study have the potential to inform educational practices, curriculum development, and policy-making by offering insights into the underlying discourses that shape the educational landscape.
Potential References:
- Reclaiming and re-embodying experiential learning through complexity science
- A digital mixed methods research design: Integrating multimodal analysis with data mining and information visualization for big data analytics
- Rethinking experience: What do we mean by this word “experience”?
- Re‐membering: The return of the body to experiential learning
- Discourse remixed: Shifting science learning through talk
