What is in an Experience? Knosis and Epiknosis Knosis is knowledge, and Epiknosis is that knowledge put into action or practice, sometimes thought of as Wisdom. In the KASH model (Modelnetics) used in the field of Human Performance Improvement, a distinction is made between Knowledge (K) and Skill (S).  Most agree that there is a difference between a person`s ability to understand something and their capacity to perform a skill related to that thing.  I can know a great deal about golfing, for instance, but have no skill in performing a golf shot.  I can know a great deal about narrative frameworks and literature, for instance, but not have the intellectual ability to critique literature. Epiknosis is achieved through the application of Knosis to a degree that creates skill, whether a mental (cogntive) skill, emotional (affective) skill, physical (psychomotor) skill, or decisional (volitional) skill. Active Learning Describes a Set of Methods and an Approach Linda Lederman indicates that "There is a natural isomorphy between the study of communication and experiential learning" (Communication Pedagogical Approaches to Undergraduate Courses, in Communication Pedagogy, Ch.2, p. 31). Learning takes place through the active behavior of the student; it is what he does that he learns, not what the teacher does. (Tyler, 1949, in Gorham, Teaching Communication, Individual Differences in Classroom Dynamics, 1990, p.210).
Constructivism as it applies to actuating learners: Much of what the constructivist teacher attempts to do is Activate their learners.  Here is an excerpt about the goals of constructivist teachers. The Case for Constructivist Classrooms (Brooks & Brooks) 1. Constructivist teachers encourage and accept student autonomy and initiative. 2. Constructivist teachers use raw data and primary sources, along with manipulative, interactive, and physical materials. 3. Constructivist teachers provide time for students to construct relationships and create metaphors. 4. When framing tasks, constructivist teachers use cognitive terminology such as ``classify,`` ``analyze,`` ``predict,`` and ``create.`` 5. Constructivist teachers engage students in experiences that might engender contradiction to their initial hypotheses and then encourage discussion. 6. Constructivist teachers nurture students` natural curiosity through frequent use of the learning cycle model (i.e., through discovery, to concept introduction, to concept application, and back through discovery). 7. Constructivist teachers inquire about students` understanding of concepts before sharing their own understandings of those concepts. 8. Constructivist teachers encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. 9. Constructivist teachers allow wait time after posing questions. 10. Constructivist teachers allow student responses to drive lessons, shift instructional strategies, and alter content. 11. Constructivist teachers seek elaboration of students` initial responses. 12. Constructivist teachers encourage students in dialogue, both with the teacher and with one another.