XR technologies and experience-based learning

Since the first industrial revolution, a specific mechanical paradigm of teaching and learning has dominated western education tradition, known as concept-based learning. This reverberated affected research, curriculum design, practices since early 1960s, well nourishing important ideas for current discussions on importance factual information in curricula (Medwell et al., 2019). One issues with this type knowledge transfer is that it reductionist linear mindset which leads to disconnected generation, additionally, misses transferring tacit any ‘qualia’ (i.e. ‘subjective’) quality (Crane, 2012; Jackson, 1982, 1986). The conventional roles student, instructor, environment, tools technologies must be rethought twenty-first century. On other hand, cognitive philosophers such Andy Clark David Chalmers describe technology kind scaffolding mind, operating instruments we use extend our mind (Clark & Chalmers, 1998). They are part us, same way, spider's web spider. We tool-making animals have been symbiotic/reciprocal feedback loop beginning stone tools. If real skin species extension nervous system human cognition, then should work us help grow better understanding world around us. Yet tendency today under rather opposite, where can easily make learners more distracted less aware surrounding subjective experiential (Kurniawan 2021).
 
 want react today's calls future, not only need focus integrated transversal development transfer, but also role, potential opportunities new immersive technologies, mixed reality (XR), education. In context, ought once again become interdisciplinary, founded strong critical ethics philosophical study alternative educational paradigms, epistemologies reflecting humanity's process change transition while reconnecting old ancient methods doing (Taheri Aguayo, 2021). past, was seen 'whole' obtained via journeys throughout people's lives, individuals learned by experiencing every facet (Yazdi, 1992). Not all thought transferable concepts; profound conceivable if one embarked long journey life (Netton, 2013).
 presentation, suggest embrace experience-based reacting dominant paradigm. see XR having facilitate learning, ‘one entity’ together, explore, understand, experience self-determined ways. Such an approach requires design centred body embodiment within real-to-virtual environments. Here, epistemology from Santiago school cognition (Aguayo, 2021; Maturana Varela, 1980), includes concepts like embodiment, embodied enaction, may inform drive based enactive, self-led user experience. As philosopher, Marshall McLuhan famously said: "We shape thereafter they us" (Culkin, 1967, p. 53).