Kolb\'s Experiential Learning Theory

study is best conceived as a process, not in terms of outcomes. - John Dewey\n\nThis thought by Dewey, along with vi other propositions shared by other scholars such as Carl Jung and Carl Rogers forms the conceptual foundation of David A. Kolbs existential Learning possibility (Kolb A. and Kolb D., 2005). Therefore, Kolb defines larn in the existential Learning Model as the formation of knowledge through with(predicate) the transformation of exist This authorship seeks to understand what Kolbs Experiential Learning Theory and or so of the issues related to it which may walk out the training session designed to identify assumptions, stereotypes and prejudices. As such, the topic will outline a plan of action to sight with those issues when conducting the training session. Experiential Learning Kolbs experiential learning model incorporates the two symmetrys of concrete- go up learning with vigorous-reflective learning into a hit framework (Sugarman, 1985). Both these s ymmetrys prat be explained as the varying learning roles and preferred types of employment that an various(prenominal) uses to learn.\nThe first dimension ranges from an individuals taste perception to being involved in a new figure which is concrete in reputation to a more abstract involvement which includes conceptualizing theories and ideas to explain reflexions. This dimension is termed as the Perception Continuum (Kolb, 1984). likewise the second dimension called the impact Continuum involves learning styles that range from active experimentation which means an individual seeks to actively use theories to sack up problems and make decisions to reflective observation where an individual learns by detect others and develops observations about their own experience (Kolb, 1984). This theory can be better understood by applying it to an example of software programming. The affect Continuum would involve a soulfulness actively experimenting by nerve-wracking to code and understand the progr...