The Cone of Experience

Posted on Posted in blog, Learning, Science, Setting goals


The Pramek CoE is a concept used in the CLM series.  It’s a means of understanding how students learn and where they are in their learning.

The following is an excerpt of CLM 3…

The Cone of Experience, or in Pramek terminology, ‘CoE’, attempts to demonstrate communication and level of understanding from the form of communication when it comes to learning.  There are many forms of the CoE in the education world spanning many different topics and types of teaching.  In reality, one should look to the general concept of the CoE as a guide.  In the previous graphic, the CoE is explained in general education terms utilizing Edgar Dale’s version.  A person learns different tasks in different ways, and they remember information given to them when they make actual use of the information.  

For example, a person wanting to learn about a car engine will gain a lot of knowledge from a book about the engine, but will gain more knowledge about the engine by actually touching an engine and working on it.  But, when one understands the engine, the theory of combustion and how the engine functions, the parts list…and they interact with an engine, they are learning at a higher level because are applying theoretical knowledge.  They start with a base of knowledge, and real life information builds upon it.  

Pramek puts a premium on manuals, videos, and in-person training because it has been found through internal research that students tend to learn best by being exposed to all three learning profiles, and in turn, they are then exposed to each level of the CoE.  In many arts, there is no informational, it is only physical.  In other arts, it is only informational, with very little real world scenario driven training and testing.   By utilizing all levels of the CoE in communication, the education is more well rounded.

When a student can read it, they can reference it and attention-weight it in the EPL.  

When they can see it and hear it on video, they  imprint it and make it into their own.  

When a student comes to live training and actually works with an instructor, the student can learn differentiation, unitization, and be instructed through the tactile approach in person.  

They will actually perform it, and then be physically adjusted by an instructor and other students.  In doing this process, they will remember and internalize at a higher rate than other students.   

And finally, through the DPT, the student is tested thoroughly, and their perception is pushed to the limit through tension, stress, fatigue, arousal, and scenario.  This hones the student’s skills and testes what methods and techniques are autonomic.  When it is time for real life situation, the student is prepared.

Many martial arts have manuals that are visual tools that please the visual learner – but could they be read aloud to assist the auditory learner?  How is the instruction on the video communicated?  When one does a public exhibition, how are they working with the crowd?  How does one adjust their demonstrations, and interaction with students?  This is the level of education, and organization their presentation, that a teacher must think of.  When a teacher thinks of a student’s cone of experience, and their communication, they can begin to radically alter the student’s perception of education.   Within Pramek, we look to a version of the CoE that is more geared toward the conceptual learning method.


In Pramek, we must look at the general methods of learning a topic such as martial art, health and fitness, etc.  The student is taken through all phases of the CoE, leading to a more thorough, in-depth method of instruction that gets results.  This is the only way that the overall CLM is operational, and why it works.  

When the EPL and DPT are viewed from the outside, it seems to be a difficult method of learning.  But, viewed through the CoE, one begins to see that scientifically, all of the styles of learning are held within the EPL and DPT…that the Cone of Experience is worked through in a progressive, understandable way.  This is why it is important for a teacher to not view a student as another dollar sign or a profile that is difficult to deal with, but as a challenge to be accepted and worked with in the classroom.