Experiential Learning articles

and critiques of David Kolb's theory

"This is the most comprehensive review and list of
experiential learning articles I have found. Index to Experiential Learning pages
A masterful piece from Mr. Greenaway!" Conner, on this and other sites
M.L. "Learning from Experience."

Selected books
 Experiential
Experiential Learning about Experiential
Learning at
Learning ...
on the Web
... on the Web Roger's Active
Learning
 Critiques of
Bookshop
David Kolb's by Tim Pickles [with links
theory of updated by Roger
experiential Greenaway]
learning
 
 More about
This article explores the
Experiential
development of experiential
Learning
learning from its original
 Online
proposal into some of its current
Experiential
refinements and applications.
Learning

Reproduced from LearningWire, a

free digest from TrainingZone

Many of us engaged in professional learning have a broad understanding of the

work of David Kolb. His highly influential book entitled 'Experiential Learning:
Experience as the source of learning and development' was first published in
1984 since when his ideas have had a dramatic impact on the design and
development of lifelong learning models. Of course, David Kolb's work can be
traced back to that famous dictum of Confucius around 450 BC:

"Tell me, and I will forget. Show me, and I may remember. Involve me, and I
will understand."
This article aims to help you explore the development of experiential learning
from its original proposal into some of its current refinements and applications
today, using the World Wide Web (the Internet) as a vast reference library...

A useful place to start this online exploration is David Kolb's own website. Here
you need to be careful. There is another and different David Kolb, a professor
of philosophy at Bates College, who is a prolific author. The man we seek is the
professor of organisational behaviour at Weatherhead School of Management.
David A Kolb describes himself as a "contemporary advocate of Experiential
Learning". His own professional webpage [now at
[Link] ] where you can find information
about his background, current work and most well known publications -
including references to his most well-known subject - experiential learning and
learning styles.
The concept of experiential learning explores the cyclical pattern of all learning
from Experience through Reflection and Conceptualising to Action and on to
further Experience. One of the sites which explores the model and its practical
application is [Link]
This is a very well-known model which now forms the heart of many training
and learning events. It also describes the process for recording continuous
professional development, through taking time to capture, record and
implement learning in our daily work. There are many adaptations and uses of
the model. A fascinating one is provided on the Natural Learning website where
analogy between this model of learning and organic growth in the plant and
gardening worlds is well made [was at: [Link]/[Link]]

David Kolb has extended his original work to explore the different ways in
which we all learn. Honey and Mumford defined four styles, based loosely
around the four stages of David Kolb's learning cycle: Activists, Reflectors,
Theorists and Pragmatists. Perhaps the best exposition of these learning styles,
together with a range of fascinating illustrations is to be found at the University
of New South Wales, and I would strongly recommend this page: [archived at:
[Link] The work
on learning styles has been used and developed by many groups and
institutions. A Polytechnic in Hong Kong adapted the work to provide a Learning
to Learn guide for its students: [archived at:
[Link]
Meanwhile, staff members at Mason College have done a very creditable job of
creating a directory of all the main learning style instruments including a
summary of their main benefits and features:
[Link]

In Britain, the most accessible resource is the best-selling Manual of Learning

Styles created by Peter Honey and Alan Mumford which includes a self-
assessment instrument and advice on how to diversify your learning. The
Manual is available online at [Link] If you want to track
down the original publications by David Kolb, or to find other books on
experiential education, have a look through the 'experiential' section of the
Active Learning Bookshop.

David Kolb's work has influenced the work of many in the learning,
development and education fields. The National Society for Experiential
Education is a membership association and networking resource promoting
experience-based approaches to teaching and learning ([Link]
Their site has an extensive library of further resources. The Association for
Experiential Education aims to "contribute to making a more just and
compassionate world by transforming education" ([Link] The
International Consortium for Experiential Education organises its networking
activities within four 'villages', two of which are concerned with community
action and social change, and with personal growth, self awareness and group
effectiveness ([Link]

A further development of these ideas has led to the notion of groups and
companies transforming themselves into Learning Organisations. An impressive
and highly active network of people are busy exploring all aspects of this field
through the email discussion groups to be found at [Link]
[Link]. TrainingZone has itself, in collaboration with the European Consortium
for the Learning Organisation provided an open conference about learning
organisation matters.

We can explore and develop our own learning in an experiential way. The
Internet offers a virtually limitless resource for extending our own knowledge as
this article seeks to demonstrate. To explore some of these ideas further, look
up any of the links from this article, and register for further updates with
TrainingZone.

Acknowledgement

The above article ''Experiential Learning ... on the Web'' by Tim Pickles is
reproduced with permission from LearningWire, a free digest to accompany
TrainingZone Updates are added [in brackets] by Roger Greenaway as web
addresses move or disappear.

Everything below this line is authored or collated by Roger Greenaway.

Critiques of David Kolb's theory of experiential learning

These critiques should discourage unquestioning acceptance or

misapplication of David Kolb's widely quoted model. I have attempted to
gather together the strands of a discussion about experiential learning
theory. If you know of any more voices in this discussion - or venues (web,
journals, conferences) where it is taking place please write to me at
roger@[Link] and I will add the information to this page.

 David Kolb - from a training perspective (Forrest)

 David Kolb - from an informal education perspective (Smith)
 David Kolb - from an adult education and ESL perspective (Kelly)
 David Kolb - from a psychological and philosophical perspective
(Heron)
 David Kolb - from an experiential education perspective (Loynes and
Dickson)
 David Kolb - from a lifelong education perspective (Miettinen)
 David Kolb - from a management education perspective (Vince;
Reynolds; Holman et al.; Beard and Wilson)
 David Kolb - from a pedagogical perspective (Atherton)
 David Kolb - from a human potential perspective (Tosey and
Gregory)
 David Kolb - from a learning theory perspective (Webb)
 David Kolb - from a learning styles perspective (Coffield at al)
 David Kolb (and others) - from a feminist perspective (Michelson)
 David Kolb (and other constructivists) - from a socio-cultural
perspective (Seaman)
 Experience, Reflect, Critique: The End of the “Learning Cycles” Era
(Seaman)
from several perspectives, including: historical, methodological,
epistemological, sociocultural and ecological
 Learning Through Experience: Troubling Orthodoxies and
 Intersecting Questions (Fenwick)
 The Three Dimensions of Learning (Illeris)
 David Kolb - review of 'Experiential Learning' (Greenaway)

Critiquing the critiques of David Kolb's theory of experiential learning

Unquestioning acceptance of the above critiques is no better than

unquestioning acceptance of Experiential Learning Theory (ELT). Since the
publication of 'Experential Learning' in 1984, David Kolb has answered
(some of) his critics while also adapting, developing and extending his
Experiential Learning Theory. Some of this work is published at:

 The EBLS Research Library which provides electronic access to

selected publications and a bibliography on experiential learning
theory.

Of particular interest is Kayes' article (next) which includes 'A Critique of

the Critics' and a table entitled 'Critiques and Responses to
Experiential Learning' that summarises key points from different
perspectives.

 [pdf file] Experiential learning and its critics: Preserving the role of
experience in management learning and education Kayes, D. C.,
2002, Academy of Management Learning and Education,1(2): 137-
149. (PDF, 413kb)
 David A. Kolb answers questions about the learning style aspects of
ELT (experiential learning theory).
 David A. Kolb's Big Bibliography will help you locate more articles
and books about experiential learning theory across many different
fields.

Critiques of David Kolb's theory from a training perspective

Clare Forrest's 4 page article on "Kolb's Learning Cycle" for Fenman's Train
the Trainer series highlights these four issues in relation to David Kolb's
theory of experiential learning (on which Kolb's Learning Style Inventory is
based):

 "The idea of a nice set of neat learning stages does not equate to
most people's reality. The problem is that a number of processes can
occur at once and stages can be jumped or missed out completely."
 "The experimental research base for the model was small, and there
have been only a few further studies."
 "Several commentators suggest that the learning styles are too
simplistic and, whilst they fit neatly into Kolb's cycle, they fail to take
account of ways of learning other than experiential."
 "The inventory has been used within a fairly limited range of (mainly
Western) cultures and thus the assumptions that underpin the Kolb
abd Fry model are Western. There is a need to consider the different
cultural models of selfhood."

quoted from "Kolb's Learning Cycle" by Claire Forrest in Train the Trainer
Issue 12 (2004)
Train the Trainer: publisher's description at [Link]
Claire Forrest's website: [Link]

Critiques of David Kolb's theory from an informal

education perspective
On the [Link] site you will find some fundamental criticisms of
David Kolb's theory ... e.g. ''In reality, these things may be happening all at
once.'' (Jeffs and Smith, 1999) at [Link]
[Link]

Here's a summary of the main criticisms as presented by Mark K. Smith

(interestingly including an anachronistic one from Dewey!)

''A number of criticisms can be made of the Kolb model. It pays insufficient
attention to the process of reflection (see Boud et al 1983); the claims made
for the four different learning styles are extravagant (Jarvis 1987; Tennant
1997); the model takes very little account of different cultural
experiences/conditions; the idea of stages or steps does not sit well with the
reality of thinking (Dewey 1933); and the empirical support for the model is
weak (Jarvis 1987; Tennant 1997). ''

Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm.
Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge.

Prepared by Mark K. Smith

© the informal education homepage
[Link]

Critiques of David Kolb's theory from an adult

education and ESL perspective
David Kolb, The Theory of Experiential Learning and ESL
by Curtis Kelly, Heian Jogakuin College (Osaka, Japan)
Limitations of David Kolb's Theory and Inventory
"Not all writers agree with Kolb's theory. Rogers, for example points out that
"learning includes goals, purposes, intentions, choice and decision-making,
and it is not at all clear where these elements fit into the learning cycle."
(Rogers, 1996, p. 108) Habermas has also proposed that there are at least
three kinds of learning and that we have different learning styles for each.
(Rogers,1996, p. 110)

"As for the Inventory, Kolb, himself, points out its greatest limitation. The
results are based solely on the way learners rate themselves. It does not
rate learning style preferences through standards or behavior, as some
other personal style inventories do, and it only gives relative strengths
within the individual learner, not in relation to others. In my own case, I
found the results dubious. The wording in the questions seemed vague and
the results did not jive with my own view of my preferred learning style.
"Nonetheless, Kolb's contributions cannot be underestimated. Whatever
their limitations, by presenting a model of experience in a scientific form, he
has helped move educational thought from the locus of the instructor back
to the learner. As many of the major contributors to the field have pointed
out, experience has once again become a viable topic of discussion.
(Brookfield, 1990; Cross, 1981; Jarvis, 1995; Kemp, 1996; Knowles, 1990,
McKeachie, 1994, Peters, 1991)"
The full article (plus references*) provides a useful historical overview
(placing Kolb in context) with some interesting insights. But I can't quite
believe that the role of experience in learning was so completely overlooked
until the 1980's. Why, for example, are the writings of Dewey, Kelly and
Lewin not referred to in this article?
*
n.b. The reference to 'Rogers 1996' is Alan not Carl ...
Rogers, A. (1996). Teaching Adults (2nd ed.). Buckingham: Open University
Press.

For another adult education perspective on Kolb's theory see Prof. Knud
Illeris's The Three Dimensions of Learning (below)

Critiques of David Kolb's theory from a

psychological and philosophical perspective
Feelings and Personhood: Psychology in Another Key (1992) by John
Heron (founder of the Human Potential Resources Group at the University of
Surrey), includes a four page critique of David Kolb's theory of experiential
learning. His points include:

 it is too narrow and underdeveloped

 its phenomenal base in psychological modes is too restricted
 its philosophical justification is invalid
 it's all arranged to support Kolb's preferred paradigm of scientific
enquiry
 ''...the prehension-transformation distinction, as Kolb uses it, is
fundamentally incoherent, and cannot be used to support his learning
model'' (p.197)
 ''He ... has to tack on other modes such as intuition and imagination
in an unsatisfactory way, onto this structure to make up for its
limitations.'' (p.197)

Feelings and Personhood: Psychology in Another Key (1992) by John Heron

Critiques of David Kolb's theory from an

experiential education perspective
Extracts from the archives of the outdoor research discussion group

Chris Loynes (Sept 2000) writes:

"Kolb's theory is based on research measuring the non-conscious
development of psycho-motor skills. The evidence that other kinds of
learning follow this pattern is weak.

"The application of Kolb's theory, which models an innate process, to the

pedagogy of a deliberate educational event has never been shown
convincingly. Neither has the transfer of learning from one context to
another been demonstrated.

"It remains a powerful planning and thinking tool for facilitators. I wonder if
there is evidence of the application of the model stimulating better designed
and led classes/sessions resulting in better outcomes?"

Tracey Dickson (Sept 2000) writes:

 the research basis of the model particularly with reference to lack of

research with people from different backgrounds (eg: cultures,
gender, ages, socio-economic, education etc..)
 the seemingly simplistic linear nature of the model (many people I
know do not learn in this nice linear way, they are much more
random, may "regress" through Kolb's stages, work in different
orders)
 the circular model may also give the impression that the stages are
equal in time, emphasis etc..

Critiques of David Kolb's theory from a lifelong

education perspective
"Kolb's learning cycle does not illustrate the fact that empirical (i.e.
experiential) thinking based on action has limitations:

 It may result in false conclusions.

 It may not help us understand and explain change and new
experiences.
 It may cause mental laziness and dogmatic thinking.

Miettinen also suggest that Kolb's experience and reflection occur in

isolation and that there is the necessity for the individual to interact with
other humans and the environment in order to enhance the reasoning and
conclusions drawn."
quoted from Beard and Wilson (2002: 37) reporting on: Miettinen, Reijo
(2000) The concept of experiential learning and John Dewey's theory of
reflective thought and action, International Journal of Lifelong Education, 19
(1), January-February, pp 54-72

Abstract [of Miettinen (2002)]:

"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."
Miettinen, Reijo (2000) The concept of experiential learning and John
Dewey's theory of reflective thought and action, International Journal of
Lifelong Education, 19 (1), January-February, pp 54-72

Critiques of David Kolb's theory from a management education

perspective

In Behind and Beyond Kolb's Learning Cycle Russ Vince appreciates the
value of Kolb's Learning Cycle before identifying five key issues that
constitute a critique of the cycle which he summarises as follows:

1. Experience needs to be seen as constructed, shaped and contained

by social power relations.
2. Complex and unequal relations around knowledge are constructed
between people as an integral part of the learning process.
3. There is a need to focus on the here and now experience and the
mirroring process between the people within the education
environment and the organizations they represent.
4. Finding ways of working with underlying and unconscious processes,
particularly defense mechanisms, is necessary.
5. Second-order or metaprocesses relating to each aspect of the cycle
are included.

Vince explores these issues and suggest ways of developing the cycle that
takes these issues into account.

• Vince, R (1998) Behind and Beyond Kolb's Learning Cycle, Journal of

Management Education 22 (3) pp 304-319 Abstract

In Experiential Learning: Best Practice Handbook for Educators and

Trainers Beard and Wilson (2002: 37) report that in management
education Kolb's theory is "extremely influential" and "is rarely seen as
problematic". But they do describe a number of issues raised by others
which I have summarised here:

1. Kolb's theory locates itself in the cognitive psychology tradition, and

overlooks or mechanically explains and thus divorces people from the
social, historical and cultural aspects of self, thinking and action.
2. The idea of a manager reflecting like a scientist in isolation on events
is like an 'intellectual Robinson Crusoe'. The social interactions of a
person are very important to the development of self, thought and
learning.
3. Progressing sequentially through the cycle is questioned: "Learning
can be considered as a process of argumentation in which thinking,
 reflecting, experiencing and action are different aspects of the same
process. It is practical argumentation with oneself and in
collaboration with others that actually forms the basis for learning."

Experiential Learning: Best Practice Handbook for Educators and Trainers

Beard and Wilson (2002: 37)

Original sources:
• Reynolds, M (1997) Learning styles: a critique, Management Learning, 28
(2) pp 115-33, Sage, London Abstract [part of the source for point 1 above]
• Holman, D, Pavlica, K and Thorpe, R (1997) Rethinking Kolb's theory of
experiential learning in management education, Management Learning,
Sage, London Abstract [source for all 3 points above]

Critiques of David Kolb's theory from a

pedagogical perspective
James Atherton's 'Learning and Teaching' is a superb online presentation,
digest and discussion of a wide range of learning and teaching theories. It
includes many clear and colourful diagrams illustrating the theories under
discussion. Atherton maintains a critical edge throughout his presentation.
His section on The Experiential Learning Cycle is certainly no exception.
It is mostly about Kolb's theory. He makes several criticisms, and each
criticism is accompanied by a proposal for improving the model. The
cumulative effect of adopting all of Atherton's constructive proposals would
result in a model very different from the original. It is not clear whether
Atherton is tidying up Kolb's theory or making fundamental criticisms of it.
Some examples:
On the plus side:
"Kolb (1984) provides one of the most useful descriptive models of the adult
learning process available."
"The most direct application of the model is to use it to ensure that teaching
and tutoring activities give full value to each stage of the process."
On the other hand:
"This distinction [between 'intention' and 'intension'] is not easily identified
by many people, and is one example of where Kolb may go over the top: he
does have a tendency to elevate his model to a theory of Life, the Universe
and Everything."
Atherton does not consider that Kolb's integration of Piaget's concepts of
'assimilation' and 'accommodation' is very successful.
He also considers that Kolb overlooked the importance of the contrast
between the private and public parts of his model.
ATHERTON J S (2002) Learning and Teaching: Learning from experience
[On-line]: UK: Available:
[Link] Accessed: 20
July 2007

Critiques of David Kolb's theory from a human

potential perspective
These extracts from the Human Potential Research Group Dictionary
criticise the stereotypical application of David Kolb's model and question
how well the model matches the reality of how people actually learn through
experience.
" This experiential learning cycle has been very influential in, for example,
education and management development, although it used typically in a
much simplified and even stereotypical form that neglects the depth and
variation to be found in Kolb (1984). For example (following Lewin and
others) Kolb saw the opposite 'poles' of the learning cycle as important
dialectical tensions (e.g. that between concrete experience and abstract
conceptualisation). The ways in which these dialectics are resolved or
handled greatly influences the type and level of learning that ensues."

"The model has been criticised for being stronger conceptually than as an
accurate representation of the way people actually learn through
experience."

Human Potential Research Group Dictionary was at:

[Link]
but now appears to have evolved into the book: Dictionary of Personal
Development by Paul Tosey and Josie Gregory, Human Potential Research
Group.

A critique of Experiential Learning Theory and its

hypothesized construct validity
ABSTRACT from Miriam W. Webb's 'A DEFINITIVE CRITIQUE OF
EXPERIENTIAL LEARNING THEORY'

The paper is a critique of Experiential Learning Theory and its hypothesized

construct validity. A thorough examination of the intellectual and scientific
roots of Experiential Learning Theory, its assumptions, and foundational
references were analyzed to address three substantive questions
fundamental to the theory.

1. What is learning?
2. Are the Experiential Learning Model modes separate and distinct in
their functions so as to necessitate a four-stage cycle for learning to
take place?
3. Is dialectic tension the mechanism that mediates the relationship
between the modes and between the person and the environment?

1. First, the research addresses learning, and the definition derived by

Experiential Learning Theory. This section concludes that Experiential
Learning Theory’s definition is a dramatic distortion of the very
epistemological fundaments it references. The author proposes a
different definition more consistent with those fundaments.
2. Second, the research addresses Experiential Learning Model’s
foundational propositions, experiential learning modes, their
constitutive natures, and their place in relation to learning theory. It
concludes that all four modes are not required for learning to take
place, and demonstrates that this component of the theory is rife
with inherent contradiction and inconsistency. The author suggests
ways in which these contradictions could be resolved.
 3. Finally, the research addresses the use of dialectic tension as the
mediating function of learning, by tracing the meaning of dialectic
from its inception with Socrates through Karl Marx and up to its place
in Experiential Learning Theory. The research concludes that dialectic
tension is not a viable mechanism for mediating modes of learning.
The research further substantiates that the proposition that learning,
by its very nature, is a tension and conflict-filled process is a
misapplication of dialectic tension. The author recommends a
complete re-examination of the mechanisms which mediate between
learning modes.

The paper concludes that the infrastructure of Experiential Learning Theory,

its Model, and the Learning Style Inventory is faulty at the core, and
recommends that the operational evolution of learning styles as a
combination of contiguous modes of learning be re-evaluated.

The full abstract and a summary of key points are presented (with the
author's permission) on this site at
[Link]

The full critique (including the full abstract) is available in a PDF file at
[Link]

A critique of Kolb's Learning Style Inventory (and other learning

style models)

"Should we be using learning styles?"

This research report from the Learning & Skills Research Centre (2004)
examines 13 learning style models and is generally critical of learning style
theory. Kolb's model does not escape criticism but it is only those criticisms
that are highlighted below. For a more balanced view refer to the original
report.
Kolb's Learning Style Inventory
These are some of the weaknesses presented on page 37 of 'Should
we be using learning styles?'

o Reliability
Long, public dispute over reliability of LSI. Third version is still
undergoing examination.
o Validity
The construct validity of the LSI has been challenged and the
matter is not yet settled.
It has low predictive validity, but it was developed for another
purpose as a self-assessment exercise.
o Implications for pedagogy
The notion of a learning cycle may be seriously flawed.
The implications for teaching have been drawn logically from
the theory rather than from research findings.
o Evidence of pedagogical impact
There is no evidence that ‘matching’ improves academic
performance in further education.
The findings are contradictory and inconclusive. No large body
of unequivocal evidence on which to base firm
 recommendations about pedagogy.

Overall Assessment (by Coffield et al)

One of the first learning styles, based on an explicit theory. Problems
about reliability, validity and the learning cycle continue to dog this
model.
COFFIELD F, MOSELEY D, HALL E and ECCLESTONE K (2004) Should we be
using Learning Styles? What research has to say to practice London;
Learning and Skills Development Agency. This 84 page report is free to
download from [Link]

'Research into the relative stability of learning style… remains both

confusing and confused’ (Robotham 1999: 403).

Robotham D (1999) The application of learning style theory in higher

education teaching. Unpublished article, Wolverhampton Business School,
Wolverhampton UK.
cited in
Learning together: Kolb’s experiential theory and its application
by Devi Akella, College of Business, Albany State University, Albany GA,
USA
JOURNAL OF MANAGEMENT & ORGANIZATION Volume 16, Issue 1, March
2010

Critique of reflective constructivist learning theory

from a feminist perspective
This is part of a wider critique, not just of David Kolb's theory but of all
experiential learning theory that upholds the reflective constructivist view. It
is quoted from Tara Fenwick's Classifying Alternate Perspectives in
Experiential Learning (1999 AERC Proceedings)
"From a feminist perspective, Michelson (1996) observes that emphasis on
(critical) reflection depersonalizes the learner as an autonomous rational
knowledge-making self, disembodied, rising above the dynamics and
contingency of experience. The learning process of "reflection" presumes
that knowledge is extracted and abstracted from experience by the
processing mind. This ignores the possibility that all knowledge is
constructed within power-laden social processes, that experience and
knowledge are mutually determined, and that experience itself is
knowledge-driven and cannot be known outside socially available meanings.
Further, argues Michelson (1996), the reflective or constructivist view of
development denigrates bodily and intuitive experience, advocating retreat
into the loftier domains of rational thought from which 'raw' experience can
be disciplined and controlled."

Michelson, E. (1996). Usual suspects: experience, reflection, and the

(en)gendering of knowledge. International Journal of Lifelong Education, 15
(6), 438-454. Abstract

Critique of constructivist learning theory from a socio-cultural

perspective
This is an extract from Jayson Seaman's article in which he challenges
"longstanding assumptions about the radical autonomy of learners, about
'direct experience,' and about the centrality of independent, cognitive
reflection in experiential learning".
"Constructivist perspectives (Kolb, 1984) typically define experiential
learning as 'the change in an individual that results from reflection on a
direct experience and results in new abstractions and applications' (Itin,
1999, p. 93)....

"Despite the ubiquity of the constructivist perspective in the literature and

its unmistakable influence on the field's guiding principles (see AEE, n.d.;
Russell, 2006), numerous critiques have been levelled against it. Critics
argue that constructivist models offer a narrowly psychological,
'mechanistic' conception of learning (Quay, 2003), ignore the ways
perceptions and actions are culturally determined (Miettinen, 2000), and fail
to account for the complex ways in which 'people in interaction become
environments for each other' (McDermott, in Erickson & Schultz, 1977, p.
6). The constructivist perspective of experiential learning thus renders
experience a static abstraction existing in 'splendid isolation' (Jarvis, in
Fenwick, 2001, p. 20). The final criticism of constructivist assumptions - and
the one addressed most directly in this paper - is that 'the activity and
context in which learning takes place are thus regarded as merely ancillary
to learning - pedagogically useful, of course, but fundamentally distinct and
even neutral with respect to what is learned' (Brown, Collins, & Duguid,
1989, p. 32)." (Seaman, 2007:5)

Seaman, J. (2007). Taking things into account: learning as kinaesthetically-

mediated collaboration. Journal of Adventure Education & Outdoor Learning,
7(1),  3 - 20. Abstract.

Experience, Reflect, Critique: The End of the

“Learning Cycles” Era
by Jayson Seaman, Journal of Experiential Education (2008)

"Existing cyclic models might be better valued for their important historical
contribution, rather than as active theories of learning in experiential
education".

Seaman's conclusion follows an historical account of the development of

experiential learning theory (with extracts from Kolb's own perspective on
historical influences). Seaman then surveys criticism of the constructivist
perseptive of experiential learning from a range of different perspectives
including: Challenges from within outdoor and adventure education;
Methodological challenges; Epistemological challenges; Sociocultural
challenges; and challenges from an ecological perspective.

Seaman argues that:

"the pattern of “experience-reflect-learn” might be considered an ideology of

experiential learning rather than a philosophy or a theory of experiential
learning. In its time, this framework served a useful purpose. However,
given changes in knowledge, research methods, participant populations,
societal trends, and educational goals, it might now be influencing research
and practice in unhelpful ways."

Journal of Experiential Education (2008) Volume 31, No. 1 pp. 3–18

Learning Through Experience: Troubling

Orthodoxies and Intersecting Questions
by Tara J. Fenwick
Publisher: Krieger Publishing Company (2003) view at [Link] or at
[Link]
"Experiential learning is perhaps the most significant focus today for
educators in the workplace, in communities, in literacy education, as well as
in colleges and universities. Working from five perspectives of learning, the
author examines their contributions to critiques and debates, suggested
roles for adult educators, approaches to educational practice, and recent
research in experiential learning. She discusses the nature of the
intersection between individuals, situations, social relationships, and
knowing; and asks, Where educators have an ethical role to play in
experiential learning, what purposes and approaches should guide this role?
For educators seeking explanations of various theoretical perspectives and
current research in experiential learning, this book provides a solid
introduction. For those interested in critique, the book also illustrates the
oversights embedded in different experiential learning approaches. And for
those who want examples, the book presents sample strategies and
examples of practice."
(from the book description at [Link])

Earlier publications by Tara Fenwick on experiential learning:

 Experiential Learning: A Theoretical Critique Explored Through Five

Perspectives
 Experiential Learning in Adult Education: A Comparative Framework

The Three Dimensions of Learning: Contemporary

Learning Theory in the Tension Field between the
Cognitive, the Emotional and the Social
by Knud Illeris
Publisher: Copenhagen: Roskilde University Press (2004)

Book Description (at [Link]): The Three Dimensions of

Learning is an extraordinary book offering an overview and
critical examination of the most significant American and
European learning theories. From them it develops a
coherent overall theory covering the cognitive, the emotional
and the social and societal dimensions of learning, thus
addressing the current issue of competence development.
One chapter discusses non-learning, learning defense, and learning
resistance. With its construction of a comprehensive and contemporary
theory of learning, this book has sold over 25,000 copies in Danish,
Swedish, and English. Now available in North America, it will be useful to
adult educators dealing with human and organizational learning and
development. ([Link])

Professor Knud Illeris's comprehensive theory of learning includes a

substantial critique of Kolb's theory of experiential learning. [Details to
follow when I have read it! RG]

view at [Link] or at [Link]

'Experiential Learning: Experience as the Source of

Learning and Development'
by David A. Kolb, reviewed by Roger Greenaway

David Kolb's learning cycle has spawned many unauthorised

imitations that misrepresent his theories. As you might guess
from the title he has a theory of experiential development as
well as a theory of experiential learning. Not bed time
reading, but essential for anyone doing serious research in
this area. Most readers will probably be surprised to find that
there is very little about cyclical movement, even though his
well known 'circle' is the central focus of his discussion of the
various dynamics of his model of experiential learning. There
is an important 4 page critique of David Kolb's theory in John Heron's
Feelings and Personhood, in which Kolb's model is said to downplay the
importance of feelings and intuition in experiential learning. Despite the
range of Kolb's theorising, this generally positivistic book does not provide
an adequate grounding for more holistic approaches to learning. (reviewed
by Roger Greenaway)

More reviews of books about experiential learning and learning to learn

David Kolb's Big Bibliography

Alice and David Kolb maintain an extensive bibliography of books and

articles about experiential learning theory since 1971 (over 1,500 entries).
It is updated twice a year. The latest bibliography is available from
[Link]

Index to some critiques of David Kolb's experiential learning theory.

More about Experiential Learning on this site

Receive free monthly site

You will find several more experiential
updates and original
learning pages here at [Link]
articles about experiential
including:
learning by signing up for
 Critiques of David Kolb's theory of
Active Reviewing Tips.
experiential learning (above)
Learn how now.
 Experiential Learning Cycles (about
Kolb and others)
  The Active Reviewing Cycle (e-learning tutorial)
 In Search of Respectable Adventure (article)
 Reviewing Adventures: Why and How? (monograph)
 Reviews of books about experiential learning

You will find many more pages by looking up 'experiential' in the search box
on the home page.

More about Experiential Learning on other sites

 Beyond the Ropes: 14 principles of experiential learning by Martin

Thompson (2008). "It’s clear to me that some of the underlying
principles which appear to be common sense are far from common
practice. Let me explain ..." Each principle of experiential learning is
discussed in short paragraph.
 What is Experiential Learning? is a FAQ-style article at
[Link] that approaches 'experiential learning
from many different angles: Is experiential learning team building? |
The experiential learning process | Owning the experiential learning
process | The experiential learning cycle for continuous improvement
| The experiential learning laboratory | Is experiential learning self-
rewarding? | Using experiential learning to reinforce the comfort zone
concept | Principles of experiential learning | Applications of
experiential learning to business | The experiential learning
environment | The structure of an experiential learning programme
 Why Experiential Learning is so Effective A list of 12 points presented
by Sabre Corporate Development and based on research by Dr John
Luckner and Reldan Nadler whose book 'Processing the Experience' is
in the Active Learning Bookshop on this site.
 An excellent place to continue your experiential learning quest is
Marcia L. Conner's Learning from Experience
 Experiential Learning ... on the Web (above)

Online Experiential Learning

 Design of Net-Learning Systems based on Experiential Learning Juan

R. Pimentel in JALN Volume 3, Issue 2 - November 1999.
 Hypermedia As An Experiential Learning Tool: A Theoretical Model
José Miguel Baptista Nunes and Susan P. Fowell
 e-learning sites and directories

Active Reviewing Guide Experiential learning articles + critiques of David Kolb's theory
[Link]
by Roger Greenaway