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Experiential Learning: Experience as the Source of Learning and Development
- By David A. Kolb
- Published Oct 1, 1983 by FT Press.
- Copyright 1984
- Pages: 288
- Edition: 1st
- Book
- ISBN-10: 0-13-295261-0
- ISBN-13: 978-0-13-295261-3
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Could fit advanced theories of learning seminars on Adult Education or Staff Development.
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36 of 41 people found the following review helpful
An indispensible and seminal text!!, By
This review is from: Experiential Learning: Experience as the Source of Learning and Development (Paperback)
Kolb's "Experiential Learning" is a masterpiece. In it, he deftly synthesizes the strands of learning theory and psychological research that inform his 4 stage learning cycle. All committed "experiential educators" should consult this book in order more deeply to understand the deep and rich conceptual foundation(s) of our potent pedagogical practice. In his "Foreword" to the volume, Leadership guru Warren Bennis positively hyperventilates in applauding Kolb's achievement in this work. And for good reason! From thence comes Kolb's elegant & powerful "Learning Styles Inventory" (or LSI), among other things. Even if you're a cynic or skeptic re: the merit of experiential education, you would do well to peruse this tour-de-force in order better to appreciate what you may be missing.
9 of 9 people found the following review helpful
Definitive referenced work on experiential learning, By
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This review is from: Experiential Learning: Experience as the Source of Learning and Development (Paperback)
Not everyone is interested in a referenced text. This is not your sit down and breeze through popular book on a topic. However, if you are interested in understanding the foundation of the field of learning through experience, you absolutely must read, no study, this reference. For those of us who are practitioners, understanding theory is critical and this reference provides the foundation for much of the current work in the learning field. I highly recommend. This book will not go out of date as experiential strategies are not a fade and will not go out of style.
40 of 50 people found the following review helpful
Please pass the molasses, By Michael Collins (Fort Lauderdale, FL) - See all my reviews
This review is from: Experiential Learning: Experience as the Source of Learning and Development (Paperback)
When one encounters the word " dialectic" while reading academic texts it should be as a clear signal as a fire to forest ranger that trouble is on the horizon. This statement may be a bit of an exaggeration but it would definitely be accurate to say that Kolb's Experiential Learning is no easy read. Of course, this does not diminish the value of the book, in spite of difficult passages. Ironically, this is the essence of the concept of "dialectic". Liberal doses of psychology are ladled throughout the book as the masters (Piaget, Jung, et. al) are consistently consulted to back up theory. Although not professing to have knowledge about psychology, it is clear that their work is essential to establish the interrelationship between cognition and experiential learning. Theory of learning and the opposing learning styles of apprehension and comprehension are explored. This book is clearly the cure for a stubborn case of insomnia. I can't say that the book is without merit,...
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Table of Contents
I. THE FOUNDATIONS OF CONTEMPORARY APPROACHES TO EXPERIENTIAL LEARNING.
1. Experiential Learning in Higher Education: The Legacy of John Dewey.
2. Experiential Learning in Training and Organization Development: The Contributions of Kurt Lewin, Jean Piaget and the Cognitive-Development Tradition of Experiential Learning.
3. Other Contributions to Experiential Learning Theory.
II. THE PROCESS OF EXPERIENTIAL LEARNING.
4. Three Models of the Experiential Learning Process.
5. Characteristics of Experiential Learning Summary: A Definition of Learning.
III. STRUCTURAL FOUNDATIONS OF THE LEARNING PROCESS.
6. Process and Structure in Experiential Learning Summary.
IV. INDIVIDUALITY IN LEARNING AND THE CONCEPT OF LEARNING STYLES.
7. The Scientific Study of Individuality.
8. Learning Styles: The Learning Style Inventory.
9. Evidence for the Structure of Learning.
10. Characteristics of the Basic Learning Styles.
11. Summary and Conclusion.
V. THE STRUCTURE OF KNOWLEDGE.
12. Apprehension vs. Comprehension—A Dual Knowledge Theory.
13. The Dialectics of Apprehension and Comprehension.
14. The Dialectics of apprehension and Comprehension.
15. The Structure of Social Knowledge: World Hypotheses Based on Comprehension.
16. Contextualism and Organicism: The Synthetic World Hypotheses Based on Apprehension.
17. Social Knowledge as Living Systems of Inquiry—The Relation Between the Structure of Knowledge and Fields of Inquiry and Endeavor.
VI. THE EXPERIENTIAL LEARNING THEORY OF DEVELOPMENT.
18. Learning and Development as Transactions.
19. Between Person and Environment.
20. Differentiation and Integration in Development.
21. Unilinear vs. Multilinear Development.
22. The Experiential Learning Theory of Development.
23. Consciousness, Learning, and Development.
VII. LEARNING AND DEVELOPMENT IN HIGHER EDUCATION.
24. Specialized Development and the Process of Accentuation.
25. Undergraduate Student Development in a Technological University.
26. Professional Education and Career Adaptation.
27. a Comparative Study of Professional Education in Social Work and Engineering.
28. Managing the Learning Process.
29. Implications for Higher Education.
VIII. LIFELONG LEARNING AND INTEGRATIVE DEVELOPMENT.
30. Adaptive Flexibility and Integrative Development.
31. On Integrity and Integrative Knowledge.
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