The experience-oriented learning was heavily criticized as causing learners to 'crawl-about' for trivial facts. But this criticism not only failed to take account of the potential of proliferation of codes formed through experience-oriented learning, but also disturbed the study of their proliferation. A similar mistake was made also by those who defended the experience-oriented learning. Both, the accuser and the defender of the experience-oriented learning, were equally restricted within the frame of the dichotomy of 'experience' and 'knowledge' distorted by a deductive theory of knowledge.
Contrary to this dichotomy, it is necessary to construct the theory of learning on the basis of the logic of abduction. The author tries to prove that learning should be regarded as a proliferation of codes; hence the learner first of all must try to transform codes temporarily by abduction. The codes activate the inherent selfproliferating tendency when they fulfil the required conditions to cause abduction.
It is through the very 'crawling-about' that these conditions are fulfilled, so it is absurd to maintain that the 'crawling-about' prevents the learner from growing in knowledge. The 'crawling-about' is never fruitless, but should be accepted as the indispensable foundation for subsequent learning.
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