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This Concept Map, created with IHMC CmapTools, has information related to: Fenwick 2003, experiential learning (EL) argues experience (without reflection) is a form of knowledge in and of itself, Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123-141. publication information Interpretative (theoretical/conceptual), labeling experience limits its power turns into instititutional knowledge, theoretical shortcomings of EL as it is presently conceptualized i.e. emphasis on necessity of reflection on raw experience, experiential learning (EL) points out theoretical shortcomings of EL as it is presently conceptualized, Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123-141. publication deals with experiential learning (EL), experiential learning (EL) argues EL should be conceptualized in terms of the interaction of and relationships between complex systems, Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123-141. publication information originally a speech delivered to the conference "Experiential: Community: Workplace: Researching learning outside the academy" in Glasgow, UK, on June 26, 2003, experiential learning (EL) argues for a view of co-emergent EL, theoretical shortcomings of EL as it is presently conceptualized i.e. labeling experience limits its power, theoretical shortcomings of EL as it is presently conceptualized i.e. winds up excluding folks who do not deal with EL in normative ways, theoretical shortcomings of EL as it is presently conceptualized i.e. mind-body split, I did not fully understand this article. NOTE Fenwick, T. (2003). Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123-141.