A well-known way of describing experiential learning takes the form of a circle.
Experiential learning (after Lewin and Kolb)
We can see that the stages in this model link to the various elements we have already discussed. Concrete experience is used to validate and test abstract concepts or 'theories'. This is made possible by feedback from the situation. Here these steps are shown as a circular movement. In reality, these things may be happening all at once. Furthermore, if learning has taken place then, as Kurt Lewin put it, such a process could be seen as a spiral of steps, 'each of which is composed of a circle of planning, action, and fact-finding about the result of the action.'.
If we apply this to, say, some work we may be doing with a group around their relationships with their carer(s) or parent(s) - we can see how it fits together. We may begin by asking people to return to situations and attend to their feelings [2]. We can then encourage them to make links with other relationships and situations; or to things that have happened previously. From there we may be able to help them to make judgements and begin to build theories about why they act in this way or that [3]. We can then encourage them to think about what they may do differently when, say, faced with their carer(s) or parent(s) demanding that they act in this way or that. They then take that into a future situation [4] - which in turn stimulates further reflection and thought.
References
Kurt Lewin (1948) Resolving Social Conflicts, New York: Harper & Row, page 206.For a more detailed discusion: experiential learning.
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© Tony Jeffs and Mark K. Smith
First published October 18, 1999. Last update:
April 11, 2008
