Experiential Learning

David A. Kolb is the Chairman of Experience Based Learning Systems (EBLS), an organization that he founded in 1980 to advance research and practice on experiential learning. EBLS conducts basic research on Experiential Learning Theory and has developed many experiential exercises and self-assessment instruments including the latest Kolb Learning Style Inventory 4.0. The EBLS program of research on experiential learning is ongoing in collaboration with an international network of researchers, practitioners and learning partners.   He received his BA in psychology, philosophy, and religion at Knox College and his Ph.D. in social psychology from Harvard University. He was a professor of organizational behavior and management at the MIT Sloan School of Management and at the Weatherhead School of Management, Case Western Reserve University, where he is currently Emeritus Professor of Organizational Behavior.   He is best known for his research on experiential learning and learning styles described in this book, Experiential Learning: Experience as the Source of Learning and Development. Other books include Conversational Learning: An Experiential Approach to Knowledge Creation, Innovation in Professional Education: Steps on a Journey from Teaching to Learning, and Organizational Behavior: An Experiential Approach. In addition, he has authored many journal articles and book chapters on experiential learning.   David A. Kolb has received several research recognition awards and four honorary degrees recognizing his contributions to experiential learning in higher education.   For more information about his work, go to www.learningfromexperience.com.

Foreword    x

About the Author    xii

Preface    xiii

Introduction    xvi

Part I  Experience and Learning

Chapter 1  The Foundations of Contemporary Approaches to Experiential Learning    1

Experiential Learning in Higher Education: The Legacy of John Dewey    4

Experiential Learning in Training and Organization Development: The Contributions of Kurt Lewin    8

Jean Piaget and the Cognitive-Development Tradition of Experiential Learning    12

Other Contributions to Experiential Learning Theory    15

Update and Reflections    19

Foundational Scholars of Experiential Learning Theory    19

Liminal Scholars    20

Contributions to Experiential Learning    23

Chapter 2  The Process of Experiential Learning    31

Three Models of the Experiential Learning Process    32

Characteristics of Experiential Learning 37

Summary: A Definition of Learning    49

Update and Reflections    50

The Learning Cycle and the Learning Spiral    50

Understanding the Learning Cycle    50

The Learning Spiral    61

Part II  The Structure of Learning and Knowledge

Chapter 3  Structural Foundations of the Learning Process    65

Process and Structure in Experiential Learning    66

The Prehension Dimension-Apprehension Versus Comprehension    69

The Transformation Dimension-Intention and Extension    77

Summary    85

Update and Reflections    87

Experiential Learning and the Brain    87

James Zull and the Link between the Learning Cycle and Brain Functioning    88

My Brain Made Me Do It?    94

Chapter 4  Individuality in Learning and the Concept of Learning Styles    97

The Scientific Study of Individuality    98

Learning Styles as Possibility-Processing Structures    100

Assessing Individual Learning Styles: The Learning Style Inventory    104

Evidence for the Structure of Learning    111

Characteristics of the Basic Learning Styles    114

Summary and Conclusion    135

Update and Reflections    137

Individuality, the Self, and Learning Style    137

Western and Eastern Views of the Self    138

Experiential Learning and the Self    139

Learning Style    141

Chapter 5  The Structure of Knowledge    153

Apprehension vs    Comprehension—A Dual-Knowledge Theory    154

The Dialectics of Apprehension and Comprehension    159

The Structure of Social Knowledge: World Hypotheses    164

Summary    173

Social Knowledge as Living Systems of Inquiry—The Relation between the Structure of Knowledge and Fields of Inquiry and Endeavor    175

Update and Reflections    186

The Spiral of Knowledge Creation    186

Personal Characteristics and Ways of Knowing    188

Knowledge Structures and Disciplinary Learning Spaces 190

The knowledge Structures of Experiential Learning    192

Part III  Learning and Development

Chapter 6  The Experiential Learning Theory of Development    197

Learning and Development as Transactions between Person and Environment    198

Differentiation and Integration in Development    199

Unilinear vs    Multilinear Development    201

The Experiential Learning Theory of Development    205

Consciousness, Learning, and Development    210

Adaptation, Consciousness, and Development    216

Update and Reflections    225

Culture and Context    226

Individual Differences and Multilinear Development    227

Integration and Advanced Stages of Adult Development    228

Implications for Experiential Learning Theory Development Theory    234

Chapter 7  Learning and Development in Higher Education    239

Specialized Development and the Process of Accentuation    242

Undergraduate Student Development in a Technological University    244

Professional Education and Career Adaptation    261

A Comparative Study of Professional Education in Social Work and Engineering    263

Managing the Learning Process    276

Implications for Higher Education    283

Update and Reflections    287

Becoming an Experiential Educator    287

Chapter 8  Lifelong Learning and Integrative Development    311

Adaptive Flexibility and Integrative Development    315

On Integrity and Integrative Knowledge    327

Update and Reflections    333

Lifelong Learning and the Learning Way    333

Bibliography    355

Index    377