patirtin

Patirtin is a term used in discussions of experiential learning to denote a structured approach to converting lived experience into actionable knowledge. The word is derived from the Lithuanian patirtis, meaning experience, with the suffix -in indicating a process or method. In theory, patirtin encompasses capturing experiences, reflecting on their meaning, and translating insights into generalizable practices.

The patirtin methodology centers on three linked activities: documenting experiences in accessible forms, engaging in guided reflection to identify underlying principles, and abstracting these principles into transferable patterns or rules. These patterns are then applied in real tasks or projects, with outcomes observed and used to refine the patterns through iterative cycles. The emphasis is on context-specific learning, learner agency, and the explicit conversion of tacit know-how into shareable knowledge.

Applications of patirtin appear in professional development, coaching, and organizational learning programs, where participants maintain experience logs, discuss insights with mentors, and implement small-scale experiments to test new approaches. It is often presented as a complement to traditional curricula, aimed at closing the gap between theory and practice and supporting lifelong learning.

Critics note that patirtin relies on subjective interpretation and requires careful attention to bias, context, and validation through feedback. Proponents argue that it can enhance adaptability, reflective thinking, and the emergence of practical competencies. Related concepts include reflective practice, experiential learning cycles, and knowledge management.