The concept of experiential learning and John Dewey's theory of reflective thought and action
Bibliographic Data
| ID | 5814488 |
|---|---|
| Authors | R Miettinen (0000-0002-5308-4717, corresponding author) |
| Year | 2000 |
| Volume | 19 |
| Issue | 1 |
| Pages | 54-72 |
| Publication date | 2000-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/026013700293458 |
| OpenAlex | W2112167110 |
| Language | EN |
| Citations received | 88 |
| References cited | 21 |
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very specific and unilateral mode of experience- feedback session in T-group training- into a general model of learning. Kolb's interpretation of John Dewey's ideas is compared to Dewey's concepts of reflective thought and action. It is concluded that Kolb gives an inadequate interpretation of Dewey's thought and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. The theory historical approach of the article discusses both substantial questions related to experiential learning and the way concepts are appropriated, developed and used within adult education theory
Experiential education · Adult and Continuing Education Topics · Education and Critical Thinking Development · Ego Development and Educational Practices
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Examining learners' engagement patterns and knowledge outcome in an experiential learning intervention for youth's social media literacy
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The concept of reflection in the work of John Dewey
The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
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Organizational learning with a pragmatic slant
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Co-designing emergent opportunities for sustainable development on the verges of inertia, sustaining tourism and re-imagining tourism
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Tourist emotion-learning nexus
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An excellent adventure
Evolving Kolb
What Is Reflection? Looking for Clarity in an Ambiguous Notion
From reflection to action? Barriers and bridges between higher education teachers' thoughts and actions
Scientific knowledge
Religions, values, and peak-experiences
Science as Practice and Culture
Reconstruction in philosophy.
Cultural psychology – what is it?
The structure of scientific revolutions
Experience and Education
Personal Knowledge
Representing and Intervening
Models
Resolving social conflicts and field theory in social science
Experience and Education
We Have Never Been Modern
Philosophical investigations
| Unique citing works | 88 |
|---|---|
| Citations per year | 3,52 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 87 |