Exp Learning and the Judgement Paradigm - Priest & Gass 1997

Experiential Learning and Judgment Paradigm

Priest and Gass 1997

    This model is adapted from Priest (1990) and was inspired by Dewey’s belief that judgment plays an essential role in experiential learning (Priest & Gass 1997). It begins with describing multiple types of experiences that can be stored in the student’s memory. Next, the specific experience is recognized and categorized in the brain as a general concept. When faced with a problem the brain retrieves the memory of the general concept and applies it to that specific event. The student then makes a judgment concerning the problem at hand. Finally, the judgment is evaluated and used as a reference for future experiences. Due to the cycle, learning occurs over periods of time in which experiences and reflections are repeated (Priest & Gass 1997).


Priest, S. (1990). Everything you always wanted to know about judgment, but were afraid to ask. The Journal of Adventure Education and Outdoor Leadership, 7(3), 5-12.


Priest, S., Gass, M.A. (1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.