Despite the heightened policy attention on experiential learning as a valuable instructional approach, and the resultant call to increase EL opportunities for post-secondary students in Ontario, relatively little has been said about the philosophical foundations of experiential learning. To learn more about this topic, explore these sources written by foundational thinkers in experiential learning.
Swiss developmental psychologist best known for his constructivist theories. He believed that the creation of knowledge and intelligence is an inherently active process.
American philosopher and psychologist, a leader of the pragmatist movement and a founder of the psychological movement of functionalism. Connected to American transcendentalism, James’ philosophy suggests that joy and happiness could emerge from a connectedness and unity with the human community and the natural environment.
The pragmatic rule is that the meaning of a concept may always be found, if not in some sensible particular which it directly designates, then in some particular difference in the course of human experience which its being true will make. (Some problems of philosophy, pg.60)
American philosopher, educational theorist, and social reformer. Most commonly associated with the philosophical movement known as pragmatism and progressive education reform.
Unless a given experience leads out into a field previously unfamiliar no problems arise, while problems are the stimulus to thinking. That the conditions found in present experience should be used as sources of problems is a characteristic which differentiates education based upon experience from traditional education. (Experience and Education, pg. 79)
American social worker, management consultant, social reformer, and a pioneer in the field of human relations. Her articles and essays influenced the field of organizational behavior.
We must put everything we can into each fresh experience, but we shall not get the same things out which we put in if it is a fruitful experience, if it is part of our progressing life… We integrate our experience, and then the richer human being that we are goes into the new experience; again we give ourself and always by the giving rise above the old self. (Follett 1930: pg. 136-137)
English mathematician and philosopher associated with the movement known as process philosophy. Key to Whitehead’s educational theory is the notion of ‘inert ideas’ which are generated in students when instructors emphasize disciplinary content over learning process.
The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is ‘Life’—in all its manifestations (The Aims of Education, pg. 6-7)
American social and organizational psychologist most commonly known for his ‘field theory’ of behaviour. Lewin’s pioneering work suggests that actions and choices are affected by group dynamics and circumstances of the environment. The role of the experiential education facilitator then is to make deliberate changes to the learners’ environment so that growth can occur. Lewin’s work is also foundational to (participatory) action research.
There’s nothing so practical as good theory (Field Theory in Social Science: Selected Theoretical Paper, pg. 169)
Russian psychologist who believed that social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning. Vygotsky noted, however, that culture profoundly influences this process. Imitation, guided learning, and collaborative learning all play a critical part in his theory.
Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things. (Mind in society, pg. 83)
American psychologist and pioneering psychotherapist most commonly associated with the client-centred approach to psychology. Rogers believed that all people possess an inherent need to grow and achieve their potential and that the formation of a healthy self-concept was an ongoing process shaped by a person's life experiences.
Placing the student in direct experiential confrontation with practical problems, social problems, ethical and philosophical problems, personal issues, and research problems, is one of the most effective modes of promoting learning” (Freedom to Learn, pg. 162)
Brazilian educational theorist and philosopher. His text Pedagogy of the Oppressed is a foundational text in critical and emancipatory pedagogy. With its emphasis on dialogue and praxis, Freire’s work is also key to our understanding of experiential and community-based learning and popular education.
Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism. (Pedagogy of the Oppressed, pg. 67)
American educational philosopher, author, social activist and teacher who valued experiential learning in its entirety.
Learning is also a process of effecting new connections in experience, of thematizing, problematizing, and imposing diverse patterns on the inchoateness of things. (Landscapes of learning, pg.18)
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