Experiential Learning Theory is a constructivist learning theory first presented by Dewey (1938). Dewey described experiential learning as a cyclical process of bringing previous knowledge forward into a social context. A facilitator creates the conditions for participants to bring forward their previous knowledge, provide new challenges for skill and knowledge building and learners will then carry forward the learning into future situations as required into life long learning. Dewey (1938) asserted that knowledge and the control of the knowledge is found within the shared experience of learners in both formal and informal learning and not from an outside or more mature expert as was found in traditional education.
Dewey (1916) also emphasized that this learning approach had an aim towards developing citizenship. Jay Roberts (2007) provides a framework for experiential education categorizing four pillars that fall under experiential learning and provide ways of engaging in citizenship development; service learning, active learning, problem based learning and integrative learning. As Broom and Bai (2011) note Dewey attached an ideal to experiential learning; that of nurturing community consciousness in learners through education. In addition, learner reflection is a large component of experiential education. Robert Grady describes reflection as allowing “students to make the connection between the actual experience and the knowledge they draw from the experience” (2003, p.8).
Experiential learning theory provides the theoretical framework for my research inquiry as what I am accepting as fact is that learners and facilitators can generate their own opportunities for learning without abstract and absent expertise, that experiential learning can create the conditions for expanding citizenship through learners who are ready, bringing their knowledge into a facilitator designed experience that is informal or formal, and that reflection of the direct experience allows learners to draw the knowledge out from it so they can apply the knowledge and skills to future situations and by doing so they are creating the ability to engage in lifelong learning.
References:
Broom, C., Bai, H. (2011). Exploring deweyian experiential learning as pedagogy as citizenship development. Journal of Global Citizenship and Equity Education.1(1). https://journals.sfu.ca/jgcee/index.php/jgcee/article/viewFile/11/13
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Classic Literature Reprint. Bolton, ON.
Dewey, J. (1938). Experience and education. Free Press. New York, NY.
Roberts, J. (2007). Experiential education in the college context. Routledge Press. New York, NY.
Roberts, G. (2003). An interpretation of dewey’s experiential learning theory.
https://files.eric.ed.gov/fulltext/ED481922.pdf
November 30, 2022 at 9:27 am
Thank you for sharing, Karen,
I appreciate this idea of citizenship you brought to your post. At my organization some students look at education as a hoop to jump through and others look at as an opportunity to create learning, knowledge, networks, and understanding of community. Although I am not completely familiar with your context, I am excited by what you have shared so far. What an exciting ARP.
Sam
November 30, 2022 at 9:27 am
Thank you for sharing, Karen,
I appreciate this idea of citizenship you brought to your post. At my organization some students look at education as a hoop to jump through and others look at as an opportunity to create learning, knowledge, networks, and understanding of community. Although I am not completely familiar with your context, I am excited by what you have shared so far. What an exciting ARP.
Sam