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Experiential Learning de David Kolb

Experiential Learning

Autor David Kolb
en Limba Engleză Hardback – 12 dec 2014

Adresăm această lucrare fundamentală profesioniștilor din educația adulților, managerilor de resurse umane, consultanților în dezvoltare organizațională și studenților MBA care urmăresc să fundamenteze procesele de instruire pe baze științifice solide. Suntem de părere că volumul Experiential Learning reprezintă standardul de aur în înțelegerea modului în care experiența directă se transformă în cunoaștere durabilă. Notăm cu interes rigoarea cu care David Kolb revizuiește această ediție, integrând treizeci de ani de cercetări empirice pentru a actualiza modelul său structural în contextul peisajului educațional și organizațional modern. Remarcăm o progresie logică a conținutului, de la fundamentele teoretice stabilite de Dewey și Piaget, până la aplicații practice în învățarea pe tot parcursul vieții și în mediile online. Cititorul care a aplicat deja ideile din Handbook of Experiential Learning and Management Education de Michael Reynolds va găsi aici cadrul teoretic primar care completează acele studii de caz, oferind „de ce-ul” din spatele metodologiilor de succes. Spre deosebire de lucrările anterioare ale autorului, precum The Critique of Pure Modernity, unde acesta explorează concepte filozofice abstracte despre modernitate și tradiție, lucrarea de față este orientată spre rezultate pragmatice, transformând filozofia în instrumente de diagnoză a stilurilor de învățare. Cartea este organizată în două părți esențiale: prima explorează fundamentele și procesul (introducând conceptele de ciclu și spirală a învățării), iar a doua analizează structura cunoașterii. Această ediție revizuită nu doar că explică mecanismele fiziologice și psihologice ale achiziției de competențe, dar oferă și o tipologie utilă pentru adaptarea strategiilor de predare la nevoile individuale, fiind un instrument indispensabil pentru orice lider care dorește să optimizeze performanța echipei prin educație.

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Specificații

ISBN-13: 9780133892406
ISBN-10: 0133892409
Pagini: 416
Dimensiuni: 188 x 245 x 30 mm
Greutate: 0.81 kg
Ediția:2nd Revised edition
Editura: Pearson Education

De ce să citești această carte

Recomandăm această carte liderilor și educatorilor care doresc să depășească metodele tradiționale de predare pasivă. Cititorul va câștiga un sistem riguros de analiză a stilurilor de învățare, permițându-i să proiecteze programe de training care garantează transferul real de competențe în mediul de lucru. Este resursa definitivă pentru a înțelege cum se formează expertiza prin reflexie și acțiune.

Despre autor

David Kolb este profesor emerit de filozofie la Bates College (Charles A. Dana Professor) și o figură centrală în psihologia educațională contemporană. Deși recunoscut la nivel mondial pentru teoria învățării experiențiale, opera sa are rădăcini adânci în filozofie, explorând în lucrări precum Postmodern Sophistications sau The Critique of Pure Modernity tensiunile dintre modernitate, tradiție și spațiul construit. Această dublă expertiză, filozofică și educațională, îi permite să abordeze procesul de învățare nu doar ca pe o achiziție de date, ci ca pe un proces existențial de adaptare și dezvoltare a adultului.

Textul de pe ultima copertă

David A. Kolb s Definitive Statement of Experiential Learning Theory (ELT): Reflecting 30 Years of New Research and Theoretical Advances
  • A complete structural model of learning, integrating modern insights from psychology, philosophy, and physiology
  • Ranges from ELT s history to its newest applications in higher education and lifelong learning
  • Introduces the powerful nine-style Kolb Learning Style Inventory 4.0 with assessment of learning flexibility
In this revised edition of "Experiential Learning", David A. Kolb offers the most complete and up-to-date statement of Experiential Learning Theory (ELT), an approach that has shaped the fields of human learning and development for decades. Kolb adds new research and reflections at the end of each chapter, preserving his original theory while illuminating key advances and theoretical issues raised during the past 30 years. After reviewing ELT s historical roots, Kolb turns to contemporary applications in education, organization and management development, and adult learning. Next, he introduces a structured model of the learning process based on two key dimensions: "prehension" and "transformation." Kolb explores new linkages between ELT and modern research into neuroscience, learning styles, and personal types; and introduces his improved Kolb Learning Style Inventory 4.0 assessment. Finally, he shares important new insights into adult development, specialization in higher education, and integrative development for lifelong learning. Experiential learning is a singularly powerful approach to teaching and learning that is based on the fact that people learn best through experience. Now, in this extensively updated book, David A. Kolb offers the most complete and up-to-date statement of the theory of experiential learning and its modern applications in education, work, and adult development. "Experiential Learning," Second Edition builds on intellectual origins defined by figures such as William James, John Dewey, Kurt Lewin, Jean Piaget, and L. S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models underlying structures of learning based on the latest insights in psychology, philosophy, and physiology. Building on a comprehensive learning cycle model, he offers an exceptionally useful typology of nine individual learning styles, and corresponding structures of knowledge in diverse academic disciplines and careers. He also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications of experiential learning, updates Kolb s framework for today s organizational and educational landscape, and features new examples in the field and classroom. It will be valuable for anyone who wants to improve learning "anywhere" in higher education, training, organizational development, lifelong learning environments, and online. New reflections on the roots, history, and future of ELT
"Progress on the trail blazed by James, Dewey, Follett, and Vygotsky" Learning cycles and learning spirals: a dynamic view of human learning
"Learning by resolving the dual dialectics of action/reflection and experience/abstraction" Nine learning styles: the Kolb Learning Style Inventory 4.0
"Reliably identifying learning styles and learning flexibility based on 30+ years of empirical and clinical research" Becoming an experiential educator
"Finding a better way to help learners learn" "

Cuprins

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 Comprehension-A 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 Inquiry-The Relation between the Structure of Knowledge and Fields of Inquiry and Endeavor 175
Update and Reflections 186
The Spiral of Knowledge Creation 186
Personal Characteristics and Ways of Knowing 188
Knowledge Structures and Disciplinary Learning Spaces 190
The knowledge Structures of Experiential Learning 192
Part III Learning and Development
Chapter 6 The Experiential Learning Theory of Development 197
Learning and Development as Transactions between Person and Environment 198
Differentiation and Integration in Development 199
Unilinear vs Multilinear Development 201
The Experiential Learning Theory of Development 205
Consciousness, Learning, and Development 210
Adaptation, Consciousness, and Development 216
Update and Reflections 225
Culture and Context 226
Individual Differences and Multilinear Development 227
Integration and Advanced Stages of Adult Development 228
Implications for Experiential Learning Theory Development Theory 234
Chapter 7 Learning and Development in Higher Education 239
Specialized Development and the Process of Accentuation 242
Undergraduate Student Development in a Technological University 244
Professional Education and Career Adaptation 261
A Comparative Study of Professional Education in Social Work and Engineering 263
Managing the Learning Process 276
Implications for Higher Education 283
Update and Reflections 287
Becoming an Experiential Educator 287
Chapter 8 Lifelong Learning and Integrative Development 311
Adaptive Flexibility and Integrative Development 315
On Integrity and Integrative Knowledge 327
Update and Reflections 333
Lifelong Learning and the Learning Way 333
Bibliography 355
Index 377