We turn to experience when confronted by a problem, or so John Dewey's oeuvre suggests. Yet, what use is experience when the problem falls outside the boundaries of the known? Drawing upon a range of thinkers -- from Alain Badiou to Elaine Scarry to Maggie Nelson -- John Buethe takes Dewey's familiar thesis one step further to interrogate experience as preparation for radically unfamiliar circumstances, namely circumstances for which there is no experiential referent. He concludes that not only is an experiential education superior in its ability to bridge learners into the world as it is, it also possibly orients the subject to the good during times of uncertainty. Considering present volatilities within the state and society, the environment, and public health, educators may benefit by viewing experience under this light.