Experience, Reflect, Critique: The End of the "Learning Cycles" Era

Autor/in	Seaman, Jayson
Titel	Experience, Reflect, Critique: The End of the "Learning Cycles" Era
Quelle	In: Journal of Experiential Education, 31 (2008) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
Schlagwörter	Experiential Learning; Models; Criticism; Learning Processes; Reflection; Holistic Approach + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Analogiemodell; Kritik; Learning process; Lernprozess; Holistischer Ansatz
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. (As Provided).
Anmerkungen	Association for Experiential Education. 3775 Iris Avenue Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10