Academic literature on the topic 'Experiential connectedness'

This chapter argues that Hume’s account of moral reflection enables us to understand that, for him, even sophisticated cognitive capacities arise and evolve as a result of complex experiential patterns. The experiential patterns that matter to Hume’s discussion on moral reflection are established through the mind’s sympathetic connectedness with other persons’ feelings and thoughts, as well as through the capacity to sympathetically connect with historically and culturally diverse settings. The analysis of these complex sympathetic dynamics will demonstrate that, for Hume, the artifices of human life “naturally” impact on our moral development, so that the traditional contrast between nature and artifice, which shapes much of the debate of eighteenth-century sentimentalism, needs to be rethought.

This chapter examines a cluster of high-budget French environmental documentaries that have brought unprecedented attention back to the wildlife genre by reinventing it. It pays particular attention to the films of Claude Nuridsany and Marie Pérennou, as well as those of Jacques Perrin. It argues that these eco-docs depart from conventional notions of “wildlife cinema” in favor of an experiential documentary intention. They share with other films in the book a desire to displace and disturb the viewer, to invite her to co-habit an environmental space with the filmed subjects and share a multisensory experience alongside theirs. The work of Perrin and other French environmental filmmakers has made significant contributions to the development of an approach to nature film that relentlessly seeks innovative technical and narrative strategies to invite the viewer into an experiential relationship with nature, understood as a sense of connectedness between the viewer’s life-world and the world of the film. The chapter proposes close analysis of a few films and a consideration of their afterlives as cultural artifacts, intertwined with environmental discourses and practices in contemporary France.

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.

In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds) for arousing students’ interesting in various experiential activities. In this perspective, this chapter creates and proposes a “Cybernetic Planning Framework” (CPF), which combines the diversity of educational theories and practices, yielding in a common basis for their inclusion. The present chapter focuses on Second Life’s qualitative characteristics that can be utilized to construct a “teaching-organizational” framework, which is essential for planning effective and meaningful distance learning courses. This gain averred a “cybernetic model,” in which users enhanced pedagogical authorities and principles of Contemporary Learning Theories that previous studies carried out in Second Life. This premise recapitulates the value-added of this chapter, which can successfully be adapted to any 3D “open” and “sustainable” education system, emphasizing on integration and innovation of teaching methods.

Relational connectedness is critical for servant leaders, who aspire to articulate inclusiveness, concern, and citizenship within the enterprise. This chapter argues that relational connectedness and a similar set of values are also critical for successful mentoring. Mentoring is concerned with providing benefit, support, and advancement for the novice who is engaged in the guiding relationship. The chapter considers the dynamics of mentoring transnational students who are distanced culturally, spatially, and experientially from their mentor. Although grounded in a specific mentoring context, the chapter argues that similar relational distance occurs in all mentoring work and suggests that the process of mentoring is made stronger and more effective if it utilizes the tenets of servant leadership. This more relational approach is termed “servant mentoring.” Following an analysis of what servant mentoring might entail, a number of suggestions are made to assist mentors lower interactional distance and to strengthen their mentoring practice.