Experience as the Source of Learning and Development
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Köp båda 2 för 1743 krDAVID KOLB (Cleveland, OH) is Chairman of Experience Based Learning Systems (EBLS), an organization he founded in 1980 to advance research and practice on experiential learning. EBLS has developed many experiential exercises and self-assessment instruments, including the latest Kolb Learning Style Inventory 4.0. Kolb received his BA in psychology, philosophy and religion at Knox College, and his Ph.D. in Social Psychology from Harvard University. He was professor of organizational behavior and management at the MIT Sloan School of Management, and at the Weatherhead School of Management, Case Western Reserve University, where he is now Emeritus Professor of Organizational Behavior. Kolb currently serves on the editorial review board of Simulation and Gaming, and is its experiential learning section editor. He has received four honorary degrees for his contributions to experiential learning.
Foreword x
About the Author xii
Preface xiii
Introduction xvi
Part I Experience and Learning
Chapter 1 The Foundations of Contemporary Approaches to Experiential Learning 1
Experiential Learning in Higher Education: The Legacy of John Dewey 4
Experiential Learning in Training and Organization Development: The Contributions of Kurt Lewin 8
Jean Piaget and the Cognitive-Development Tradition of Experiential Learning 12
Other Contributions to Experiential Learning Theory 15
Update and Reflections 19
Foundational Scholars of Experiential Learning Theory 19
Liminal Scholars 20
Contributions to Experiential Learning 23
Chapter 2 The Process of Experiential Learning 31
Three Models of the Experiential Learning Process 32
Characteristics of Experiential Learning 37
Summary: A Definition of Learning 49
Update and Reflections 50
The Learning Cycle and the Learning Spiral 50
Understanding the Learning Cycle 50
The Learning Spiral 61
Part II The Structure of Learning and Knowledge
Chapter 3 Structural Foundations of the Learning Process 65
Process and Structure in Experiential Learning 66
The Prehension Dimension-Apprehension Versus Comprehension 69
The Transformation Dimension-Intention and Extension 77
Summary 85
Update and Reflections 87
Experiential Learning and the Brain 87
James Zull and the Link between the Learning Cycle and Brain Functioning 88
My Brain Made Me Do It? 94
Chapter 4 Individuality in Learning and the Concept of Learning Styles 97
The Scientific Study of Individuality 98
Learning Styles as Possibility-Processing Structures 100
Assessing Individual Learning Styles: The Learning Style Inventory 104
Evidence for the Structure of Learning 111
Characteristics of the Basic Learning Styles 114
Summary and Conclusion 135
Update and Reflections 137
Individuality, the Self, and Learning Style 137
Western and Eastern Views of the Self 138
Experiential Learning and the Self 139
Learning Style 141
Chapter 5 The Structure of Knowledge 153
Apprehension vs ComprehensionA Dual-Knowledge Theory 154
The Dialectics of Apprehension and Comprehension 159
The Structure of Social Knowledge: World Hypotheses 164
Summary 173
Social Knowledge as Living Systems of InquiryThe Relation between the Structure of Knowledge and Fields of Inquiry and Endeavor 175
Update and Reflections 186
The Spiral of Knowledge Creation 186
Personal Characteristic...