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Experiential Learning: Experience as the Source of Learning and Development
 
 
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Experiential Learning: Experience as the Source of Learning and Development (Paperback)

by David A. Kolb (Author) "Human beings are unique among all living organisms in that their primary adaptive specialization lies not in some particular physical form or skill or fit..." (more)
5.0 out of 5 stars  See all reviews (1 customer review)

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Product details

  • Paperback: 267 pages
  • Publisher: Financial Times/ Prentice Hall (1 Jan 1984)
  • Language English
  • ISBN-10: 0132952610
  • ISBN-13: 978-0132952613
  • Product Dimensions: 23.8 x 16.1 x 1.9 cm
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon.co.uk Sales Rank: 137,596 in Books (See Bestsellers in Books)

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Product Description

Product Description

Drawing from the intellectual origins of experiential learning in the works of John Dewey, Kurt Lewin, and Jean Piaget, this comprehensive and systematic book describes the process of experiential learning. The author proposes a model of the underlying structures of the learning process based on research in psychology, philosophy, and physiology, and bases its typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers on this structural model. He also applies experiential learning to higher education and lifelong learning, particularly with regard to adult education.

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Human beings are unique among all living organisms in that their primary adaptive specialization lies not in some particular physical form or skill or fit in an ecological niche, but rather in identification with the process of adaptation itself-in the process of learning. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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64 of 64 people found the following review helpful:
5.0 out of 5 stars Superb & comprehensive model of individuals' learning styles, 30 Aug 2001
Central to this book is the question 'What is learning?'. The author addresses this question on a psychological, philosophical, and sociological level. The book is easy to follow, with many studies and other well known authors' work cited. Essentially, Kolb shows how learning is a dynamic process, that never ceases during one's life. Exactly how this process is balanced or perverted through the educational system is discussed, backed up with several surveys. The quality of the text shows the depth of thought that lies behind the book, which is above all a practical guide to help improve our learning. Considering the date when the book was published, it is extremely forward thinking - for only now have we began to adpot problem based learning and recognised the need for life-long learning. It is a gripping read and exceptional for its clear presentation of the learning process. Essential and, dare I say enjoyable, for anyone interested in how people learn.
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