Experiential Learning
Here are details from a great website dealing with experiential learning.
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by Tim Pickles
This article explores the development of experiential learning from
its original proposal into some of its current refinements and
applications.
Reproduced from LearningWire, a free digest from TrainingZone
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Selected books about Experiential
Learning at Roger's Active Learning Bookshop.
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[Square brackets enclose links that have been updated, removed,
substituted or linked to an archived page by Roger Greenaway.]
Many of us engaged in professional learning have a broad understanding
of the work of David Kolb. His highly influential book entitled
'Experiential Learning: Experience as the source of learning and
development' was first published in 1984 since when his ideas have had a
dramatic impact on the design and development of lifelong learning
models. Of course, David Kolb's work can be traced back to that famous
dictum of Confucius around 450 BC:
"Tell me, and I will forget. Show me, and I may remember.
Involve me, and I will understand."
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This article aims to help you explore
the development of experiential learning from its original proposal into
some of its current refinements and applications today, using the World
Wide Web (the Internet) as a vast reference library...
A useful place to start this online exploration is David Kolb's own
website. Here you need to be careful. There is another and different
David Kolb, a professor of philosophy at Bates College, who is a
prolific author. The man we seek is the professor of organisational
behaviour at Weatherhead School of Management. David A Kolb describes
himself as a "contemporary advocate of Experiential Learning".
His own professional webpage
[now at http://www.learningfromexperience.com ] where
you can find information about his background, current work and most
well known publications - including references to his most well-known
subject - experiential learning and learning styles.
The concept of experiential learning explores the cyclical pattern
of all learning from Experience through Reflection and Conceptualising
to Action and on to further Experience. One of the sites which explores
the model and its practical application [has disappeared but much better
anyway is: http://www.dmu.ac.uk/~jamesa/learning/experien.htm]
This is a very well-known model which now forms the heart of many
training and learning events. It also describes the process for
recording continuous professional development, through taking time to
capture, record and implement learning in our daily work. There are many
adaptations and uses of the model. A fascinating one is provided on the
Natural Learning website where analogy between this model of learning
and organic growth in the plant and gardening worlds is well made: http://www.humanoptions.com/learning.html.
David Kolb has extended his original work to explore the different
ways in which we all learn. Honey and Mumford defined four styles, based
loosely around the four stages of David Kolb's learning cycle:
Activists, Reflectors, Theorists and Pragmatists. Perhaps the best
exposition of these learning styles, together with a range of
fascinating illustrations is to be found at the University of New South
Wales, and I would strongly recommend this page: [archived at: http://www.fbe.unsw.edu.au/Learning/instructionaldesign/styles.htm]
The work on learning styles has been used and developed by many groups
and institutions. A Polytechnic in Hong Kong adapted the work to provide
a Learning to Learn guide for its students: [archived at: http://www.ic.polyu.edu.hk/posh97/student/Learn/Learning_to_learn.htm].
Meanwhile, staff members at Mason College have done a very creditable
job of creating a directory of all the main learning style instruments
including a summary of their main benefits and features: http://mason.gmu.edu/~bgiven/models1.html.
In Britain, the most accessible resource is the best-selling Manual
of Learning Styles created by Peter Honey and Alan Mumford which
includes a self-assessment instrument and advice on how to diversify
your learning. The Manual is available online at http://www.peterhoney.co.uk.
If you want to track down the original publications by David Kolb, or to
find other books on experiential education, have a look through [the
'experiential' sections of the Active
Learning Bookshop or the
Learnativity Bookshop].
David Kolb's work has influenced the work of many in the learning,
development and education fields. The National Society for Experiential
Education is a membership association and networking resource promoting
experience-based approaches to teaching and learning (http://www.nsee.org).
Their site has an extensive library of further resources. The
Association for Experiential Education aims to "contribute to
making a more just and compassionate world by transforming
education" (http://www.aee.org).
The South African-based International Consortium for Experiential
Education organises its networking activities within four 'villages',
two of which are concerned with community action and social change, and
with personal growth, self awareness and group effectiveness (http://www.el.uct.ac.za)
A further development of these ideas has led to the notion of groups
and companies transforming themselves into Learning Organisations. An
impressive and highly active network of people are busy exploring all
aspects of this field through the email discussion groups to be found at
http://www.learning-org.com.
TrainingZone has itself, in collaboration with the European Consortium
for the Learning Organisation [see http://www.eclo.org]
[provided] an open conference about learning organisation matters.
We can explore and develop our own learning in an experiential way.
The Internet offers a virtually limitless resource for extending our own
knowledge as this article seeks to demonstrate. To explore some of these
ideas further, look up any of the links from this article, and register
for further updates with TrainingZone.
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Acknowledgement
The above article ''Experiential Learning ... on the Web'' by Tim
Pickles is reproduced with permission from LearningWire, a free digest
to accompany TrainingZone
Updates are added [in brackets] by Roger Greenaway as web addresses move
or disappear.
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Everything below this line is authored or collated by Roger Greenaway.
These critiques should discourage unquestioning acceptance or
misapplication of David Kolb's widely quoted model. I have attempted to
gather together the strands of a discussion about experiential learning
theory. If you know of any more voices in this discussion - or venues
(web, journals, conferences) where it is taking place please write to me
at roger@reviewing.co.uk
and I will add the information to this page.
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Coming soon: A summary of Miettinen's critique of Kolb in the
International Journal of Lifelong Education (2002)
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David
A. Kolb answers questions about the learning style aspects of
ELT (experiential learning theory).
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David A. Kolb's Big Bibliography will help you
locate more articles and books about experiential learning theory
across many different fields.
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On the www.infed.org site you
will find some fundamental criticisms of David Kolb's theory ... e.g.
''In reality, these things may be happening all at once.'' (Jeffs and
Smith, 1999) at http://www.infed.org/foundations/f-explrn.htm
Here's a summary of the main criticisms as presented by Mark K.
Smith (interestingly including an anachronistic one from Dewey!)
''A number of criticisms can be made of the Kolb model. It pays
insufficient attention to the process of reflection (see Boud et al
1983); the claims made for the four different learning styles are
extravagant (Jarvis 1987; Tennant 1997); the model takes very little
account of different cultural experiences/conditions; the idea of stages
or steps does not sit well with the reality of thinking (Dewey 1933);
and the empirical support for the model is weak (Jarvis 1987; Tennant
1997). ''
For more detail supporting these points see: Experiential
Learning
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David Kolb,
The Theory of Experiential Learning and ESL
by Curtis Kelly, Heian Jogakuin College (Osaka, Japan)
Limitations of David Kolb's Theory and Inventory
"Not all writers agree with Kolb's theory. Rogers, for example
points out that "learning includes goals, purposes, intentions,
choice and decision-making, and it is not at all clear where these
elements fit into the learning cycle." (Rogers, 1996, p. 108)
Habermas has also proposed that there are at least three kinds of
learning and that we have different learning styles for each.
(Rogers,1996, p. 110)
"As for the Inventory, Kolb, himself, points out its greatest
limitation. The results are based solely on the way learners rate
themselves. It does not rate learning style preferences through
standards or behavior, as some other personal style inventories do, and
it only gives relative strengths within the individual learner, not in
relation to others. In my own case, I found the results dubious. The
wording in the questions seemed vague and the results did not jive with
my own view of my preferred learning style.
"Nonetheless, Kolb's contributions cannot be underestimated.
Whatever their limitations, by presenting a model of experience in a
scientific form, he has helped move educational thought from the locus
of the instructor back to the learner. As many of the major contributors
to the field have pointed out, experience has once again become a viable
topic of discussion. (Brookfield, 1990; Cross, 1981; Jarvis, 1995; Kemp,
1996; Knowles, 1990, McKeachie, 1994, Peters, 1991)"
The full
article (plus references*) provides a useful historical
overview (placing Kolb in context) with some interesting insights. But I
can't quite believe that the role of experience in learning was so
completely overlooked until the 1980's. Why, for example, are the
writings of Dewey, Kelley and Lewin not referred to in this article?
* n.b. The reference to 'Rogers 1996' is Alan not Carl ...
Rogers, A. (1996). Teaching Adults (2nd ed.). Buckingham: Open
University Press.
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Feelings and Personhood: Psychology in Another Key (1992) by
John Heron (founder of the Human Potential Resources Group at the
University of Surrey), includes a four page critique of David Kolb's
theory of experiential learning. His points include:
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it is too narrow and underdeveloped
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its phenomenal base in psychological modes is too restricted
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its philosophical justification is invalid
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it's all arranged to support Kolb's preferred paradigm of
scientific enquiry
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''...the prehension-transformation distinction, as Kolb uses it,
is fundamentally incoherent, and cannot be used to support his
learning model'' (p.197)
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''He ... has to tack on other modes such as intuition and
imagination in an unsatisfactory way, onto this structure to make up
for its limitations.'' (p.197)
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Extracts from the
archives of the outdoor research discussion group
Chris Loynes (Sept 2000) writes:
Kolb's theory is based on research measuring the non-conscious
development of psycho-motor skills. The evidence that other kinds of
learning follow this pattern is weak.
The application of Kolb's theory, which models an innate process, to the
pedagogy of a deliberate educational event has never been shown
convincingly. Neither has the transfer of learning from one context to
another been demonstrated.
It remains a powerful planning and thinking tool for facilitators. I
wonder if there is evidence of the application of the model stimulating
better designed and led classes/sessions resulting in better outcomes?
Tracey Dickson (Sept 2000) writes:
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the research basis of the model particularly with reference to
lack of research with people from different backgrounds (eg:
cultures, gender, ages, socio-economic, education etc..)
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the seemingly simplistic linear nature of the model (many people
I know do not learn in this nice linear way, they are much more
random, may "regress" through Kolb's stages, work in
different orders)
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the circular model may also give the impression that the stages
are equal in time, emphasis etc..
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"Kolb's learning cycle does not illustrate the fact that
empirical (i.e. experiential) thinking based on action has limitations:
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It may result in false conclusions.
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It may not help us understand and explain change and new
experiences.
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It may cause mental laziness and dogmatic thinking.
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Miettinen also suggest that Kolb's experience and reflection occur
in isolation and that there is the necessity for the individual to
interact with other humans and the environment in order to enhance the
reasoning and conclusions drawn."
quoted from Beard
and Wilson (2002: 37) reporting on: Miettinen, Reijo (2000) The
concept of experiential learning and John Dewey's theory of reflective
thought and action, International Journal of Lifelong Education, 19
(1), January-February, pp 54-72
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Beard
and Wilson (2002: 37) report that in management education Kolb's
theory is "extremely influential" and "is rarely seen as
problematic". But they do describe a number of issues raised by
others which I have summarised here:
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Kolb's theory locates itself in the cognitive psychology
tradition, and overlooks or mechanically explains and thus divorces
people from the social, historical and cultural aspects of self,
thinking and action.
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The idea of a manager reflecting like a scientist in isolation
on events is like an 'intellectual Robinson Crusoe'. The social
interactions of a person are very important to the development of
self, thought and learning.
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Progressing sequentially through the cycle is questioned:
"Learning can be considered as a process of argumentation in
which thinking, reflecting, experiencing and action are different
aspects of the same process. It is practical argumentation with
oneself and in collaboration with others that actually forms the
basis for learning."
Original sources:
• Reynolds, M (1997) Learning styles: a critique, Management
Learning, 28 (2) pp 115-33, Sage, London [part of the source
for point 1 above]
• Holman, D, Pavlica, K and Thorpe, R (1997) Rethinking Kolb's theory
of experiential learning in management education, Management Learning,
Sage, London [source for all 3 points above]
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James Atherton's 'Learning and Teaching' is a superb online
presentation, digest and discussion of a wide range of learning and
teaching theories. It includes many clear and colourful diagrams
illustrating the theories under discussion. Atherton maintains a
critical edge throughout his presentation. His section on 'The
Experiential Learning Cycle' is certainly no exception. It is mostly
about Kolb's theory. He makes several criticisms, but each criticism is
accompanied by a proposal for improving the model. The cumulative effect
of adopting all of Atherton's constructive proposals would result in a
model very different from the original. It is not clear whether Atherton
is tidying up Kolb's theory or making fundamental criticisms of it.
Some examples:
On the plus side:
"Kolb (1984) provides one of the most useful descriptive models
of the adult learning process available."
"The most direct application of the model is to use it to ensure
that teaching and tutoring activities give full value to each stage of
the process."
On the other hand:
"This distinction [between 'intention' and 'intension'] is not
easily identified by many people, and is one example of where Kolb may
go over the top: he does have a tendency to elevate his model to a
theory of Life, the Universe and Everything."
Atherton does not consider that Kolb's integration of Piaget's
concepts of 'assimilation' and 'accommodation' is very successful.
He also considers that Kolb overlooked the importance of the contrast
between the private and public parts of his model.
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[These extracts from the Human Potential Research Group Dictionary
criticise the stereotypical application of David Kolb's model and
question how well the model matches the reality of how people actually
learn through experience.]
This experiential learning cycle has been very influential in, for
example, education and management development, although it used
typically in a much simplified and even stereotypical form that neglects
the depth and variation to be found in Kolb (1984). For example
(following Lewin and others) Kolb saw the opposite `poles' of the
learning cycle as important dialectical tensions (e.g. that between
concrete experience and abstract conceptualisation). The ways in which
these dialectics are resolved or handled greatly influences the type and
level of learning that ensues.
The model has been criticised for being stronger conceptually than
as an accurate representation of the way people actually learn through
experience.
Human Potential Research Group Dictionary was at: http://www.hprg.org/dictef.htm
but now appears to have evolved into the book: Dictionary
of Personal Development by Paul Tosey and Josie Gregory
Human
Potential Research Group
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ABSTRACT from Miriam W. Webb's 'A DEFINITIVE CRITIQUE OF
EXPERIENTIAL LEARNING THEORY'
The paper is a critique of Experiential Learning Theory and its
hypothesized construct validity. A thorough examination of the
intellectual and scientific roots of Experiential Learning Theory, its
assumptions, and foundational references were analyzed to address three
substantive questions fundamental to the theory.
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What is learning?
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Are the Experiential Learning Model modes separate and distinct
in their functions so as to necessitate a four-stage cycle for
learning to take place?
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Is dialectic tension the mechanism that mediates the
relationship between the modes and between the person and the
environment?
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First, the research addresses learning, and the definition
derived by Experiential Learning Theory. This section concludes that
Experiential Learning Theory’s definition is a dramatic distortion
of the very epistemological fundaments it references. The author
proposes a different definition more consistent with those
fundaments.
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Second, the research addresses Experiential Learning Model’s
foundational propositions, experiential learning modes, their
constitutive natures, and their place in relation to learning
theory. It concludes that all four modes are not required for
learning to take place, and demonstrates that this component of the
theory is rife with inherent contradiction and inconsistency. The
author suggests ways in which these contradictions could be
resolved.
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Finally, the research addresses the use of dialectic tension as
the mediating function of learning, by tracing the meaning of
dialectic from its inception with Socrates through Karl Marx and up
to its place in Experiential Learning Theory. The research concludes
that dialectic tension is not a viable mechanism for mediating modes
of learning. The research further substantiates that the proposition
that learning, by its very nature, is a tension and conflict-filled
process is a misapplication of dialectic tension. The author
recommends a complete re-examination of the mechanisms which mediate
between learning modes.
The paper concludes that the infrastructure of Experiential Learning
Theory, its Model, and the Learning Style Inventory is faulty at the
core, and recommends that the operational evolution of learning styles
as a combination of contiguous modes of learning be re-evaluated.
The full critique (including the full abstract) is
available in a PDF file at http://cc.ysu.edu/~mnwebb
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Critique of reflective constructivist
learning theory from a feminist perspective
This is part of a wider critique, not just of David Kolb's theory
but of all experiential learning theory that upholds the reflective
constructivist view. It is quoted from Tara Fenwick's Classifying
Alternate Perspectives in Experiential Learning (1999 AERC
Proceedings)
"From a feminist perspective, Michelson (1996) observes that
emphasis on (critical) reflection depersonalizes the learner as an
autonomous rational knowledge-making self, disembodied, rising above
the dynamics and contingency of experience. The learning process of
"reflection" presumes that knowledge is extracted and
abstracted from experience by the processing mind. This ignores the
possibility that all knowledge is constructed within power-laden
social processes, that experience and knowledge are mutually
determined, and that experience itself is knowledge-driven and cannot
be known outside socially available meanings. Further, argues
Michelson (1996), the reflective or constructivist view of development
denigrates bodily and intuitive experience, advocating retreat into
the loftier domains of rational thought from which 'raw' experience
can be disciplined and controlled."
Michelson, E. (1996). Usual suspects: experience, reflection, and the
(en)gendering of knowledge. International Journal of Lifelong
Education, 15 (6), 438-454.
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Learning Through Experience: Troubling Orthodoxies and Intersecting
Questions
by Tara J. Fenwick
Publisher: Krieger Publishing Company (2003) view
at amazon.co.uk or at amazon.com
No synopsis available but you can view earlier publications by Tara
Fenwick:
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by David A. Kolb, reviewed by Roger Greenaway
David Kolb's learning cycle has spawned many unauthorised imitations
that misrepresent his theories. As you might guess from the title he has
a theory of experiential development as well as a theory of experiential
learning. Not bed time reading, but essential for anyone doing serious
research in this area. Most readers will probably be surprised to find
that there is very little about cyclical movement, even though his well
known 'circle' is the central focus of his discussion of the various
dynamics of his model of experiential learning. There is an important 4
page critique of David Kolb's theory in John Heron's Feelings and
Personhood, in which Kolb's model is said to downplay the importance of
feelings and intuition in experiential learning. Despite the range of
Kolb's theorising, this generally positivistic book does not provide an
adequate grounding for more holistic approaches to learning. (reviewed
by Roger Greenaway)
More reviews of books about experiential
learning and learning
to learn
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You will find several more experiential learning pages here at
reviewing.co.uk including:
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You will find many more pages by looking up 'experiential' in the
search box on the home page.
More about Experiential Learning on other sites
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What
is Experiential Learning? is a FAQ-style article at
www.teamskillstraining.co.uk that approaches 'experiential learning
from many different angles: Is experiential learning team building?
| The experiential learning process | Owning the experiential
learning process | The experiential learning cycle for continuous
improvement | The experiential learning laboratory | Is experiential
learning self-rewarding? | Using experiential learning to reinforce
the comfort zone concept | Principles of experiential learning |
Applications of experiential learning to business | The experiential
learning environment | The structure of an experiential learning
programme
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