David Kolb

Experiential Learning (eBook, ePUB)

Experience as the Source of Learning and Development

• Format: ePub

Produktbeschreibung

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.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

Produktdetails

• Verlag: Pearson ITP
• Seitenzahl: 416
• Altersempfehlung: ab 18 Jahre
• Erscheinungstermin: 17. Dezember 2014
• Englisch
• ISBN-13: 9780133892505
• Artikelnr.: 42019647

Autorenporträt

Craig Stanford is a professor of anthropology and biological sciences at the University of Southern California, where he also co-directs the Jane Goodall Research Center. He has conducted field research on primate behavior in south Asia, Latin America, and East Africa. He is well known for his long-term studies of meat-eating among wild chimpanzees in Gombe, Tanzania, and of the relationship between mountain gorillas and chimpanzees in the Impenetrable Forest of Uganda. He has authored or coauthored more than 130 scientific publications. Craig has received USC's highest teaching awards for his introductory biological anthropology course. John Allen is a research scientist in the Dornsife Cognitive Neuroscience Imaging Center and the Brain and Creativity Institute at the University of Southern California. He is also Research Associate in the Department of Anthropology, Indiana University. Previously, he was a neuroscience researcher at the University of Iowa College of Medicine and a faculty member in the Department of Anthropology at the University of Auckland, New Zealand, for several years. His primary research interests are the evolution of the human brain and behaviour, and behavioral disease. He also has research experience in molecular genetics, nutritional anthropology, and the history of anthropology. He has conducted fieldwork in Japan, New Zealand, Papua New Guinea, and Palau. He has received university awards for teaching introductory courses in biological anthropology both as a graduate student instructor at the University of California and as a faculty member at the University of Auckland. Susan Antón is a professor in the Center for the Study of Human Origins, Department of Anthropology at New York University, where she also directs the M.A. program in Human Skeletal Biology. Her field research concerns the evolution of genus Homo in Indonesia and human impact on island ecosystems in the South Pacific. She is best known for her research on H. erectus in Kenya and Indonesia, for which she was elected as a fellow of the American Association for the Advancement of Science (AAAS). She is the President of the American Association of Physical Anthropologists and past editor of the Journal of Human Evolution. She received awards for teaching as a graduate student instructor of introductory physical anthropology and anatomy at the University of California, was Teacher of the Year while at the University of Florida, and received a Golden Dozen teaching award and the Distinguished Teaching Medal from NYU.

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