Abstract
According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific or philosophical foundations. Criticism also centers on the way complex cultural, social, and physical processes during experience and learning are reduced to a rational, excessively cognitive, individual phenomenon. This article reviews this criticism and adds a historical dimension to the analysis, concluding that existing cyclic models might be better valued for their important historical contribution, rather than as active theories of learning in experiential education.
Department
Kinesiology
Publication Date
8-1-2008
Journal Title
Journal of Experiential Education
Publisher
Sage
Digital Object Identifier (DOI)
Document Type
Article
Recommended Citation
Seaman, J. (2008). Experience, reflect, critique: The end of the ‘learning cycles’ era. Journal of Experiential Education. 31(1), 3-18. https://dx.doi.org/10.1177/105382590803100103
Comments
Seaman, J. Experience, reflect, critique: The end of the ‘learning cycles’ era. Journal of Experiential Education. 31(1), 3-18. Copyright 2008, SAGE Publications. Reprinted by permission of SAGE Publications. https://dx.doi.org/10.1177/105382590803100103