Kolb\'s Experiential Learning Theory

accomplishment is best conceived as a process, not in terms of outcomes. - John Dewey\n\nThis idea by Dewey, along with six separate(a) propositions shared by other scholars such as Carl Jung and Carl Rogers forms the abstract foundation of David A. Kolbs existential teaching Theory (Kolb A. and Kolb D., 2005). Therefore, Kolb defines larn in the Experiential study Model as the fundamental law of knowledge through the transmutation of experience This paper seeks to go out what Kolbs Experiential Learning Theory and some of the issues related to to it which may affect the develop session designed to lay assumptions, stereotypes and prejudices. As such, the paper ordain outline a intend of action to deal with those issues when conducting the gentility session. Experiential Learning Kolbs experiential information influence incorporates the two dimensions of cover-abstract schooling with active-reflective encyclopedism into a single suit (Sugarman, 1985). Both the se dimensions can be explained as the varying learning roles and preferred types of contact that an exclusive uses to learn.\nThe first dimension ranges from an single(a)s preference to world invited in a new experience which is concrete in nature to a more abstract involvement which includes conceptualizing theories and ideas to explain observations. This dimension is termed as the Perception Continuum (Kolb, 1984). Similarly the support dimension called the Processing Continuum involves learning styles that range from active experimentation which means an unmarried seeks to actively use theories to solve problems and prepare decisions to reflective observation where an individual learns by observing others and develops observations approximately their own experience (Kolb, 1984). This scheme can be check understood by applying it to an example of software programming. The Processing Continuum would involve a person actively experimenting by trying to edict and underst and the progr...