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Adult Learning: Critical Application of Kolb’s Experiential learning Theory and its relationship to Newman’s Perspectives For the purposes of this paper, the goal was to first take a look at Kolb’s Learning theory and after that, trying to determine who such learning is perceived by Michael Newman, and in doing that, getting to the notion if these two points of views do have a sense of correlation and convergence. When examining Kolb’s learning theory, such a model was enacted in the 1980’s and he conceptualizes effective yet meaningful learning to be one that is based on a combination of events upon which one is able to have a sense of feeling, perception as well as enactment of thought processes (Nilson, 2010, p. 230-231). What this means is that when a learner initiates that process of learning, there are a number of events that they have to go through to be able to know if that learning process is both effective but also equally meaningful to them. These experiential leaders have to pass through some type of a “concrete experience”, “reflective observation”, “abstract conceptualization” and eventually the process of “active experimentation” as part of learning what they are trying to achieve (Nilson, 2010, p. 230-231). As part of the experience, Kolb asserts that an adult would have to be part of some experience and from that, try to observe and then learn how that experience and the subsequent observation could be translated to meaningful learning for them. A good example that he presents is that of a person trying to focus on observing others around him and how these subject matters are reacting to the positive or negative experience (after that experience has taken place) that they are in and how such observation and perceptions could be utilized by that observer to construct their own learning and decision making pattern (Nilson, 2010, p. 230-231). As part of these difference events such as during the concrete experience, Kolb notes that the adult…Adult Learning: Critical Application of Kolb’s Experiential learning Theory and its relationship to Newman’s Perspectives

For the purposes of this paper, the goal was to first take a look at Kolb’s Learning theory and after that, trying to determine who such learning is perceived by Michael Newman, and in doing that, getting to the notion if these two points of views do have a sense of correlation and convergence.  When examining Kolb’s learning theory, such a model was enacted in the 1980’s and he conceptualizes effective yet meaningful learning to be one that is based on a combination of events upon which one is able to have a sense of feeling, perception as well as enactment of thought processes (Nilson, 2010, p. 230-231).  What this means is that when a learner initiates that process of learning, there are a number of events that they have to go through to be able to know if that learning process is both effective but also equally meaningful to them.

These experiential leaders have to pass through some type of a “concrete experience”, “reflective observation”, “abstract conceptualization” and eventually the process of “active experimentation” as part of learning what they are trying to achieve (Nilson, 2010, p. 230-231).  As part of the experience, Kolb asserts that an adult would have to be part of some experience and from that, try to observe and then learn how that experience and the subsequent observation could be translated to meaningful learning for them.  A good example that he presents is that of a person trying to focus on observing others around him and how these subject matters are reacting to the positive or negative experience (after that experience has taken place) that they are in and how such observation and perceptions could be utilized by that observer to construct their own learning and decision making pattern (Nilson, 2010, p. 230-231).  As part of these difference events such as during the concrete experience, Kolb notes that the adult learner will focus more on how they feel and then applying those feelings to make sense of the situation or the problem they are confronted but then they would also apply the reflective observation where the goal is to solve a problem based on observations (Nilson, 2010, p. 230-231).  Finally and as part of the abstract conceptualization and active experimentation, the observer will try to utilize their own rational thinking and trying to see what roadmap should be constructed to get the right results in the right time frame based on their prior observations, feelings but also inherent perceptions (Nilson, 2010, p. 230-231).

Michael Newman also puts forth a number of concepts in terms of adult learning that seem to be aligned with the information presented by Kolb as they both heavily focus on different forms and types of “experiences” and then learning from them in a unison manner.  In terms of adult learning, Newman on similar lines as Kolb assumes that an adult learner has to have some degree or level of experience to be able to both know and then determine what they are trying to learn (Newman, 2007, p. 6).  That experience, according to Newman is often utilized for the person to be able to have some level of “consciousness” (Newman, 2007, pg 8) meaning that they will look at the learning experience and the might apply their own conscience in terms of arriving at a right decision.  He notes that experience should be looked upon as more like a prerequisite for one to learn and understand from that learning because through that experience, one is able to bring back clear and coherent elements of that event that is being recalled.

However, what Newman also suggests is that at times such experience could be blurry (as a lot of experience from his point of view is based on stories) since it is based on a learner trying to recall events from the past and at times some parts of an event might not be comprehensively recalled (Newman, 2007, p. 10).  In essence, Newman’s point of view on experience is one where it is an act that sort of spontaneously comes to us and then we engage in the process of recalling different elements of that experience as some parts might have been forgotten.  Kolb, in regards to his view on experience suggests that it is more concrete in nature as we are trying to focus on our feelings and then make sense of the situation given to us.  But Newman seems to view experience based on the “type” of experience it is (as he notes that some experiences are recalled, then those that are forgotten as well as those that are immediately happening right in front of us) (Newman, 2007, p. 6-13).

Therefore, it seems that Newman’s basis of experience seems to be more comprehensive because it not only asserts that at times we use our prior events to make a decision but then we also make a decision and some meaning right from an experience as soon as it happens in the present and in this latter case, we don’t have to go through the process of constructing that experience as we are currently a part of it (Newman, 2007, p. 12).  But as part of this learning, both Kolb and Newman do seem to note that the process of experience and learning in terms of its overall construction has to factor in the variables of sensing, feeling, emotions and the sounds that accompany such an experience (Newman, 2007, p. 13).  For example, Newman notes that learners take into account entities like sound, the view (sight) and the emotions that are part of an experience and then create the learning process through different mechanisms and means.

Kolb then goes on to note that learning itself is fostered by the “type” of a learner that a person is as he classifies learners to be in the form of accommodators who focus more on an experience based on their rational sense, divergors who try to integrate both their rational judgment along with their observation, convergers who use their own active learning to make meaning of something and ultimately assimilators, who again integrate their observations along with their reflection on the experience in arriving at a solution (Nilson, 2010, pg 231).  Therefore, Kolb basis learning based on experiences that are more concrete vs. those that are more abstract in nature as well as those that use more observation vs. those that might use more of one’s logical judgment.  Newman, on the other hand, seems to focus on learning more on our past vs. our current experiences.

Additionally, he also refers to as “vicarious experience” (Newman, 2007, p. 14), which are based on us being informed of them through someone else, like a relative and so a friend’s experience could become our own experience based on similar view points or involved emotions.  Additionally, there is much more focus on one’s personal stories to create that experience as a lot of the information presented by Newman is based on his own travels and the stories through which he then presents some type of an experience and adds meaning to them through the integration of one’s observation, emotions and intuitions.  Therefore, I do come to see that the learning theory as proposed by Kolb which is centered around four stages (concrete experience, reflective observation, abstract conceptualization and active experimentation) does a good job at understanding experience yet learning from it and one based often on what is considered abstract vs. what is concrete and its similarities to Newman’s view on active vs. passive learning.  Kolb’s theory also has similarity to Newman’s perception of experience which isn’t so much build on different stages but rather on “different” experiences often based out of personal narratives and stories with the interpretation being that a person will learn and make meaning based on the type of experience that they had (such as a vicarious vs. a past experience).

In advance, please think about what most impressive or interesting things in the discussions of experiential learning are to you.

If you were impressive from Kolb’s and Newman’s discussions, you should think about the kind of questions such as why you were interested in them, why you choose them, and whether or not they are really an important or interesting subject both personally and academically. Also, you should answer the questions in your paper basically.

I’m attaching a conference paper in terms of experiential learning (exactly concerned about Dewey) and also send a link for searching AERC papers. You can refer the article in terms of the structure of paper and search some conference papers to advance your idea.

http://www.adulterc.org/applications/ClassifiedListingsManager/inc_classifiedlistingsmanager.asp?date=1/1/2009

References

Newman Michael (2007).  Maeler’s Regard: Images of Adult Learning (Sydney: Stewart Victor Publishing).

Nilson Linda Burzotta (2010).  Teaching at Its Best: A Research Based Resource for College Instructors (New Jersey: John Wiley & Sons Publications), Print.

Skerritt Ortrun Zuber (1004).  Professional Development in Higher Education: A Theoratical Framework for Action Research (New York: Psychology Press) Print.

http://aeq.sagepub.com
Adult Education Quarterly
DOI: 10.1177/07417130022087035
Adult Education Quarterly 2000; 50; 243
Tara J. Fenwick
Cognition
Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on
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Downloaded from http://aeq.sagepub.com at PENNSYLVANIA STATE UNIV on January 28, 2009 Fenwick / PER SPEC TIVES ON COG NI TION ADULT ED U CA TION QUAR TERLY / Au gust 2000
EXPANDING CONCEPTIONS OF
EXPERIENTIAL LEARNING: A
REVIEW OF THE FIVE CONTEMPORARY
PERSPECTIVES ON COGNITION
TARA J. FENWICK
Uni ver sity of Al berta
This arti cle offers a com par i son of five dis tinct cur rents of thought appar ent in recent schol arly
writ ing address ing expe ri en tial learn ing, defined here as a pro cess of human cog ni tion. These
five per spec tives were selected for their heu ris tic value in expand ing con ven tional notions of
expe ri en tial learn ing, rang ing from con cep tions of reflec tive con struc tions of mean ing to psy –
cho an a lytic, sit u ated, emancipatory, and eco log i cal the o ries of learn ing. A ratio nale for this
typology is out lined, and the prob lems of clas si fi ca tion and com par i son of mul ti ple perspec tives
are dis cussed. The five per spec tives are each described briefly, out lin ing their view of knowl edge,
learn ing, and teach ing; their under stand ing of rela tions between knower, cul ture, and knowl edge;
and cri tiques and ques tions raised by other per spec tives. Caveats about the lim i ta tions and pre –
sump tions of such a typology are declared along with invi ta tions for response and cri tique.
Expe ri en tial learn ing is, as Michelson (1996) sug gests, argu ably one of the most
sig nif i cant areas for cur rent research and prac tice in adult edu ca tion and increas –
ingly one of the most prob lem atic areas. Much adult learn ing is com monly under –
stood to be located in every day work place tasks and inter ac tions, home and fam ily
activ ity, com mu nity involve ment, and other sites of nonformal edu ca tion. The term
expe ri en tial learn ing is often used both to dis tin guish this ongo ing mean ing mak –
ing from the o ret i cal knowl edge and nondirected infor mal life expe ri ence from formal
edu ca tion. When brought into the pur view of the edu ca tor, the notion of expe rien
tial learn ing has been appro pri ated to des ig nate every thing from
kin es thetic-directed instruc tional activ i ties in the class room to spe cial work place
pro jects inter spersed with crit i cal dia logue led by a facil i ta tor, to learn ing gen er ated
through social action move ments, and even to team-build ing adven tures in the wilder
ness. Defi ni tional prob lems con tinue when one tries to dis en tan gle the notion of
expe ri en tial learn ing from expe ri ences com monly asso ci ated with for mal
243
TARA J. FENWICK is an as sis tant pro fes sor of adult ed u ca tion at the Uni ver sity of Al berta, Ed monton,