Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades…mehr
Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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