Educational research regularly claims, with lots of evidence, that humans learn from experience. However, experience is composed of outer and inner sensations. Thus, if humans learn from experience, we would expect that educational research would be replete with work on sensation. Yet sensation in the wild, outside laboratory studies, plays no…

Contemporary geography education is mostly based on rational linear thinking skills, such as observation, explanation, interpretation, calculation and analysis. Even field trips--according to many the "heart" of geography--are often organized in a logical, rational manner, in which learners step-by-step improve their understanding of the…

E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach "TransLearning" by investigation into how its storytelling e-tool supported informal vicarious…

A longstanding and fundamental debate in developmental science is whether knowledge is acquired through domain-specific or domain-general mechanisms. To date, there exists no tool to determine whether experimental data support one theoretical approach or the other. In this article, we argue that the U- and N-shaped curves found in a number of…