Experiential Learning Theory

"The experiential theory best explains why adults learn because they had a life experience to allow them to think about something new and/or something different and/or something challenging."

(Fenwick, 2003) We learn from experience in a variety of ways: a direct and bodied experience, a simulated experience (relating a past experience), community of practice experience, or introspective experience (meditation or dreaming). (Baumgartner, Caffarella & Merriam, 2007, pp 159-160).

Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983) (Smith, 1996).

What we experience in life is a learning process. Whether it is applied in a positive or negative manner is up to the learner. For example, take the garden of Eden when God explained to Adam and Eve not to eat from the tree of knowledge. It was up to them to experience the role of decision making. It is my firm belief that we live in an environment where learning never ceases because one person does not know everything. The world is too grand. Live is too short. An experience is everlasting.

(Kolb, 1984) says "Learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the experiences of the learner" (p. 27) (2007). He conceptualized that learning from experience comes from four different abilities: (1) openness and willingness to involve oneself in new experience (concrete experience); (2) observational and reflective skills to view experiences from different perspectives (reflective observation); (3) analytical abilities to integrate ideas and concepts from observations (abstract conceptualization); and (4) decision-making and problem-solving skills to use concepts in actual practice (active experimentation) (2007, pp 164)

Endeavor and YMCA uses Dewey's formula (Dewey, 1938) “Experience plus reflection equals learning,” to describe an experiential learning cycle (Greenaway, 2009).

In looking at this model you will note that reflection is after the experience. It is here where you will have to step back and think about the experience to process what has happened to filter information worthy of retaining and/or applying. Thus, you have learned and the cycle continues.

Adam and Eve's reflection after experiencing eating of the forbidden fruit was that they should not have disobeyed God because upon their reflection they realized they were naked.

As educators, we should allow students to reflect on their experiences to broaden their cognitive senses.


References

Bauamgartner, L.M., Caffarella, R.S., Merriam, S.B. (2007).Learning in Adulthood: A Comprehensive Guide (3rd ed.). (pp. 159-164). California, US:Jossey-Bass.

Greenaway, Roger. (March 31, 2009). Experiential Learning Cycles. Retrieved on April 4, 2009 from http://reviewing.co.uk/research/learning.cycles.htm

Smith, Mark. (1996). David A. Kolb on Experiential Learning. Retrieved on April 4, 2009 from http://www.infed.org/biblio/b-explrn.htm