Critique of Experiential Education with direction for Experiential Education in the classroom.

“Meaningful learning places relevance to real life at its heart. Education becomes ‘education for capability’, rather than ‘education for repetition’.

                                 (Cohen et al 2010)

In order to unpack experiential education, focusing specifically on Kolb’s Experiential Learning cycle, the terms experiential education and experiential learning must first be understood.

Experiential Education is derived through programmes and activities structured by others, where the educators’ role with the student is to facilitate direct experiences under the assumption that this will lead to meaningful learning. This however, along with any learning requires preparatory and reflective exercises.

Experiential learning, defined by Neill (2006) contrary to experiential education, is not sponsored by a formal educational institution but by the learners themselves. Learning is achieved through reflection. Dewey (1938) goes on to say that the experience alone is not the only means to learning however. Some experiences may be miss-educative and reflection is considered necessary to develop understanding, this is the way that most of us do our learning.

Kolb (1984) developed the work of both Dewey and Lewin to create an Experiential Learning Cycle. This comprises of four learning styles being concrete experience, reflective observation, formation of abstract conceptualisations and active experimentation.

Kolb and Fry’s (1975) interests lie in exploring the process associated with making sense of concrete experiences through reflecting and creating learning concepts that can then be experimented. The learning itself, suggested by Kolb is concerned with the production of knowledge, grasping an experience and transforming it. He focuses on the individual mind, rather than seeing learning as situated.

The theory however, has not always been positively spoken about. Garner (2000) suggests that the theory is unclear and contradictory. What is being measured continually changes between flexible or stable situational states. Experiential Education is commonly known as the ‘central challenge’ to educators (Eyler 2009). The ability to transfer learning - which is essentially what experiential education evolves around, is ill explored through the process of reflection within the cycle.

Part of the reason students cannot transfer what they learn is due to not attaining enough depth of knowledge (Bransford et al 2000). Dewey (1933) acknowledged that some stages can be jumped, and a number of processes may occur at once, making it difficult to understand what learning has occurred. Shwartz et al (2005) criticised the cycle and suggested that if students are transferring knowledge to a new situation and ‘actively experimenting’ it, success is limited. If a new situation is entered where further learning is necessary, then previous knowledge will be used to interpret and develop a strategy for further learning.

As stated previously however, the cycle does not help to uncover elements of reflection itself and Shwartz et al conclude to say the most critical factor for achieving powerful learning outcomes from experiential education is the opportunities for feedback and reflection.

The workplace links learning to action. The lack of ability to transfer learning in the classroom could be because of the mismatch between learning inside and learning outside the classroom. The only way to ensure knowledge is used is to provide opportunities in multiple settings to practice and reflect on what is learned. Unfortunately, experiential education is not part of mainstream education and funding is scarce. The Learning Outside The Classroom (LOTC) manifesto (2006) however concluded that children are increasingly separated from the natural environment and personal and social development would be enhanced by outdoor experiential experiences.

Schools could understand the beneficial combination of using experiential education for both indoor and outdoor learning. Nicol et al (2007) supports this notion with there study suggesting that teachers were concerned with safety and lacked confidence taking children outside, yet outdoor providers were confident, yet lacked knowledge of the curriculum. Building partnerships between these two groups could provide effective experiential education in schools and reap the benefits of learning in and outside of the classroom.

Further Reading:

Bergsteiner, H., Avery, G.C. and Neumann, R., 2010. Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education. 32 (1), pp. 29-46

Higgins, P., 2009. Into the Big Wide World: Sustainable Experiential Education for the 21st Century. Journal of Experiential Education. 32(1), pp. 44-60.

References

Bransford, J.D., Brown, A. and Cocking, R.R., 2000. How people learn: brain, mind experience and school. National Research council.

Dewey, J., 1933/1938. Experience and education. NY: Macmillan.

Cohen, L., Manion. L., Morrison. K. and Wyse. D., 2010. A Guide To Teaching Practice.

Oxon: Routledge.

Department for Education and Skills, 2006. Learning Outside The Classroom Manifesto. Nottingham: DfES Publications.



Eyler, J., 2009. Effective practice and experiential learning. Clark University: Association of American colleges and universities.

Garner, I., 2000. Problems and inconsistencies with Kolb’s learning styles. Educational Psychology, 20(3), pp. 342-348.

Kolb, D.A., 1984. Experiential Learning: expeirence as the source of learning and development. UK: Prentice Hall

Kolb, D., and Fry, R., 1975. “Toward an applied theory of experiential learning. In C, Coooper ed. Theories of group Process. London: John Wiley.

Neill, J., 2005. Experiential Learning and Experiential Education Philosophy. Theory, Practice and resources. Online: www.wilderdom.com/experiential.

Nicol, R., Higgins, P., Ross, H. and Mannion, G., 2007. Outdoor Education in Scotland: A summary of recent research. Dundee:Learning and teaching Scotland. Retrieved 10^th March 2012, from http://www.snh.org.uk/pdfs/publications/education/OCReportWithEndnotes.pdf.

Schwartz, D., Bransford, J. and Sears, C., 2005. Efficacy and innovation in transfer. In J. Mestre ed. Transfer of learning from a modern multidisciplinary perspective. Pp 1-51. Information Age Publishing.