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The idea of stages or steps does not sit well with the reality of thinking. There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see .

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Kolb, A.Y., & Kolb, D.A. (2005). The Kolb Learning Style Inventory – Version 3.1: 2005 Technical Specifications. Haygroup: Experience Based Learning Systems Inc.

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Baker, A. C., Jensen, P. J. and Kolb, D. A. and Associates. (2002) Conversational learning: An experiential approach to knowledge creation. Westport Conn.: Quorum Books.

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As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.’ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.

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The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning.

Village Three emphasizes experiential learning as a basis for group consciousness raising….

Dewey, J. (1933) How We Think, New York: Heath.

Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52).

Non-consideration (1-4). Here the person does not respond to a potential learning situation.

Kolb, D. A. (1976) , Boston, Ma.: McBer.

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Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9)

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