The paper tries to figure out the nature of a collective experience’ and the process of its formation in understanding the structure of the experiential learning discourse. From our viewpoint, it is epistemologically problematic that the ‘experience’ can be portrayed under the individual-centered approach which treats it as an isolated property of some kind of ‘possession’ in each individual, As J, Dewey points out, experience is constituted by the interaction of human organism and the environment, in that each experience, although individually acquired, embodies the collective context and the ‘relationship’ as its key component. That is, in the learning process through experience, even if any learning seems to be very individualistic, it manifests itself the dependent aspect on the relationship in the web of the total organization of one’s experience. Based on the proposition, this paper spotlights on the aspect of ‘relationship’ , that is one of the important attributes of the experience. We supposed that learning in one’s experience is conducted actually in the dimension of the ‘relationship’ between the two or more experiences. Also, we can see the very meaning of learning even as individual dimension only when we magnify the scope of examination from individual to collective dimension along with focusing on the relationship of each experience being synchronized.

learning, experience, experimental learning, collective learning, adult learnng, contextual Sychronization