Experiential Education

Experiential Education (EE) can be thought as an important approach within the theoretical tradtion of adult education in Europe, America and Australia (Miettinen, 2000). It can be seen as a philosophy of the process of learning that happens through an event of an experience (Itin, 1999).

EE can be thought of one of the oldest forms of learning. It is a more hands on and direct learning experience. Whether the experience is good or bad, enjoyed or not it is likely that learning can still occur from the experience. John Dewey outlined that its likely that everyone can learn from an experience, and that individuals will have different responses even if the situation is exactly the same (Neill, 2005)

The interaction between student and facilitator is very important. The facilitator needs to understand that on style of teaching that works for one student may not work for another, i.e. everyone responds differently. Kolb (1984) came up with a 4 stage process model called the Experiential Learning Cycles displayed in figure 1 below

Figure 1. Experiential Learning cycle Theory with learning styles (McLeod, 2010)

Kolbs four stage learning cycle theory is compiled of 4 main stages; Concrete experience, this can be the feeling side of the learning. This is on a perception continuum with Abstract conseptualisation, the thinking side of it.  The other continuum (Processing) includes, Active experimentation (doing) and Reflective Observation (watching). For learning to take place, all the stages must be completed. The theories stages are fixed, a learner can start an experience at any stage but a full cycle has to be complete before the experience can allow for development of the learner (McLeod, 2010).

Figure 2. children in experiential learning during a team building exercise.

There are four main learning styles that mesh into the stages of learning. These distinct styles are: Accommodating; Diverging; Assimilating; and Converging as seen in figure 1.  Depending on the learning style, may depend on how the student may undertake the task, this in turn can change the experiences the individual makes. This agrees with Dewey’s philosophy of the topic in how individuals will respond differently to the same experience. Kolb can back this by suggesting that individuals prefer different learning styles, this may be because of past experiences.

It is important that the facilitator can allow for a range of teaching methods, as it has been discussed earlier. It is still important for them to have clear roles and purposes (Allison, 2003). With them being able to strive for a flexible approach, they need to account for the significant risks that come with this. Wurdinger (1997) and Ringer (2002) have both stated that adventure and risk are joined at the hip.

“It is necessary to take the risk to feel the impact of events in order to learn from them” (Ringer 2002)

It is clear that EE is an important factor for the development of individuals. The Facilitator needs to work with the student, as learning does not just happen. Allowing for the student to explore a little to aid their learning experience.  From this the facilitator needs to structure their sessions to allow for this, however leaving the session completely unstructured can do the opposite.

Reference and Further readings.

Allison, P. (2003). Key principles: Trust, risk and learning. In S. Wurdinger & J. Steffan (Eds.). Developing challenge course programs for schools (pp. 17–29). Iowa: Kendall Hunt.

Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for  Change in the 21st Century. The Journal of Experiential Education, 22(2), 91-98.

McLeod. S., (2010). Kolb - Learning Styles. Available: http://www.simplypsychology.org/learning-kolb.html. Last accessed 09 May 2013.

Neill. J., (2005). John Dewey, the Modern Father of Experiential Education. Available: http://www.wilderdom.com/experiential/ExperientialDewey.html. Last accessed 09 May 2013.

Smith. M. K., (2002). Paulo Freire: dialogue, praxis and education. Available: http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/. Last accessed 09 May 2013.