https://www.amazon.co.

uk/Experiential-Learning-Experience-Source-
Development/dp/0132952610/ref=pd_sbs_14_3?_encoding=UTF8&psc=1&refRID=7N775PQ6CZM20
6X8TPR1

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.

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.

Table of Contents

I. THE FOUNDATIONS OF CONTEMPORARY APPROACHES TO

EXPERIENTIAL LEARNING.

1. Experiential Learning in Higher Education: The Legacy of John

Dewey.
2. Experiential Learning in Training and Organization
Development: The Contributions of Kurt Lewin, Jean Piaget and
the Cognitive-Development Tradition of Experiential Learning.
3. Other Contributions to Experiential Learning Theory.

II. THE PROCESS OF EXPERIENTIAL LEARNING.

4. Three Models of the Experiential Learning Process.

5. Characteristics of Experiential Learning Summary: A Definition
of Learning.

III. STRUCTURAL FOUNDATIONS OF THE LEARNING PROCESS.

6. Process and Structure in Experiential Learning Summary.

IV. INDIVIDUALITY IN LEARNING AND THE CONCEPT OF

LEARNING STYLES.

7. The Scientific Study of Individuality.

8. Learning Styles: The Learning Style Inventory.
9. Evidence for the Structure of Learning.
10. Characteristics of the Basic Learning Styles.
11. Summary and Conclusion.

V. THE STRUCTURE OF KNOWLEDGE.

12. Apprehension vs. Comprehension―A Dual Knowledge Theory.

13. The Dialectics of Apprehension and Comprehension.
14. The Dialectics of apprehension and Comprehension.
15. The Structure of Social Knowledge: World Hypotheses Based
on Comprehension.
16. Contextualism and Organicism: The Synthetic World
Hypotheses Based on Apprehension.
17. Social Knowledge as Living Systems of Inquiry―The Relation
Between the Structure of Knowledge and Fields of Inquiry and
Endeavor.

VI. THE EXPERIENTIAL LEARNING THEORY OF DEVELOPMENT.

18. Learning and Development as Transactions.

19. Between Person and Environment.
20. Differentiation and Integration in Development.
21. Unilinear vs. Multilinear Development.
22. The Experiential Learning Theory of Development.
23. Consciousness, Learning, and Development.

VII. LEARNING AND DEVELOPMENT IN HIGHER EDUCATION.

24. Specialized Development and the Process of Accentuation.

25. Undergraduate Student Development in a Technological
University.
26. Professional Education and Career Adaptation.
27. a Comparative Study of Professional Education in Social Work
and Engineering.
28. Managing the Learning Process.
29. Implications for Higher Education.

VIII. LIFELONG LEARNING AND INTEGRATIVE DEVELOPMENT.

30. Adaptive Flexibility and Integrative Development.

31. On Integrity and Integrative Knowledge.

..........................

https://www.amazon.co.uk/Power-Experiential-Learning-Handbook-
Educators/dp/0749434678/ref=pd_sbs_14_2?_encoding=UTF8&psc=1&refRID=7N775PQ6
CZM206X8TPR1

Experiential learning (learning by the use of activities whether outdoor or in an enclosed setting)
is developing as a serious academic discipline and as a proven staff development technique. This
handbook pulls together both the theory and practice of this wide-ranging approach that covers all
types of learning that employ activity-based experience. Addressing outdoor training, office-based
learning activities and the wide range of unusual techniques now being used on both sides of the
Atlantic (using actors in training sessions, the structured used of reflection in the training and
development cycle, and more), the book offers both a theoretical underpinning and detailed
practical advice often pulled from workshop material. Making use of a simple-to-use but detailed
Learning Combination Lock, the authors show that while there are no easy answers, there are
vital ingredients that can be used to create new recipes for learning. Coupled with models to help,
nurture, prepare, energize, engage, and support learners, the techniques can be used in
management education, corporate training, youth development work or schools.

Table of Contents

Part 1 Unlocking new combinations: Introduction; The tumblers; An

overview of the chapters; Conclusion.
Part 2 Exploring experiential learning: Introduction; Defining experiential
learning; A meaningful experience; Learning is personal; Painful learning;
Detrimental experiential learning; Learning from mistakes; Formal versus
experiential learning; The lineage of experience learning; Experience as
learning styles; A chronology of experiential learning; Challenging the
concept of experiential learning; Conclusion.

Part 3 The design milieu: Introduction; The milieu - activities, methods,

techniques and materials; Planned or unplanned?; Innovation, activities,
resources and objects - a simple experiential typology; Stimulating
intelligence; Adventurous activities and journeys - challenge and risk;
Sequencing the challenges; Mind challenges; Sensory stimulation; Change
the rules and create obstacles; Constructing and using physical objects;
Telling the story - using physical objects; Conclusion.

Part 4 Exploring reality: Introduction; What is a real experience?;

Fantasy; Play as experiential learning; Suspending reality - drama and
role-playing; Metaphors and storytelling; Management development and
cartoons; Creating comic strips - suggestions for good practice; Using
photographic images and computer software; Reading and writing -
reflections on reality; Conclusion.

Part 5 Places and elements: Introduction; Indoor-outdoor, natural-

artificial; Artificial urban environments; Pedagogy and personal
development; The sensory power of nature; Empathetic strategies and the
outdoor "cure"; Rafts or wildlife projects?; Eco-adventure and multiple
learning; Sustainable development.

Part 6 The emotional experience: Introduction; Emotion and experiential

learning; The emotional nerve centre; The powerof the emotional state;
Emotional waves; Experiencing emotional calm - sorting time; Ecstasy and
peak learning; Experience, learning and "identity"; Spiritual feelings;
Conclusion.

Part 7 Working with emotions: Introduction; The emotional climate -

mood setting and relaxed alertness; Overcoming emotion - fear; Mapping
fears - accessing the inner family; Using trilogies in emotional work; Using
humour and other positive emotions; Accessing emotions through popular
metaphors; Metaphoric intervention; Conclusion.

Part 8 Good practice and ethics: Introduction; The booming business; The
deliverers; Facilitator roles; Intruding complicators or enabling
animateurs; Dysfunctional and indigenous learning; Setting the climate
and conditions. (Part contents.)

...........................................
https://books.google.ro/books?id=JH1Q4oxL2EUC&pg=PA192&lpg=PA192
&dq=Itin,+C.+M.+(1999).+Reasserting+the+Philosophy+of+Experiential
+Education+as+a+Vehicle+for+Change+in+the+21st+Century.+The+Jou
rnal+of+Experiential+Education+22(2),+91-98.&source=bl&ots=-
Sh_Zc64hn&sig=8WKhTlxdNq3fH423LfhZK0D1So0&hl=ro&sa=X&ved=0ah
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in%20the%2021st%20Century.%20The%20Journal%20of%20Experientia
l%20Education%2022(2)%2C%2091-98.&f=false

Outdoor and Experiential Learning: An Holistic and Creative

Approach to Programme Design

Andy Martin, Dan Franc, Daniela Zounková

Gower Publishing, Ltd., 2004 - 198 pagini

0 Recenzii

Outdoor and experiential learning has advanced in leaps and bounds over the last 20 years.
Educators and developers in the Czech and Slovak Republics have been unexpected leaders in the
field; the result of isolation of the country under communism and a unique mix of culture and
geography.This book offers a guide to the theory and techniques, pioneered by the Czechs and
Slovaks, including the concept of dramaturgy, a process involving elements of learning psychology,
role play and theatre that concentrates on physical, social, creative and reflective/emotional learning
states. It also includes a full set of guidelines for designing outdoor and experiential events, including
advice on all apects of game roles, game design and successful logistics.The authors have included
detailed instructions for 30 games: nine social games, six physical games, eight creative games and
seven games involving emotion and/or reflection.The book is a 'must' for anyone involved in outdoor or
experiential education who wishes to read more about the process and psychology of learning and to
understand how to develop an adaptive approach to course design that allows you to 'go with the flow'
and generate exceptional results. The design opportunities, ideas and games it contains allow you to
be more creative in the development of young people, as well as older learners and those involved in
corporate management education.
.........................

https://books.google.ro/books?id=W641DwAAQBAJ&pg=PT65&lpg=PT65&
dq=Experiential+Learning(Kolb,+2014)&source=bl&ots=cdbTW0LRXZ&sig
=ZQahRILbtivDAPpfZidG74BEKes&hl=ro&sa=X&ved=0ahUKEwirmoKe5M_
XAhVHHxoKHdZ7Czk4HhDoAQg-
MAM#v=onepage&q=Experiential%20Learning(Kolb%2C%202014)&f=fals
e

Table of Contents
1 Origins of Outdoor and Adventure Education 2 Theorising Outdoor Education: Purpose
and Practice 3 Experiential Education: The Importance of John Dewey 4 Informal
Education & the Outdoors 5 The Living Landscape: Being in Place 6 Wilderness and
Informal Education: Importance of wild places and spaces 7 Mountains, Climbing and
Informal Education 8 Water Environments and Informal Education 9 Development in the
Outdoors: An Asset Based Approach 10 ‘Living together’ - Making the most of the
residential experience in outdoor and adventure education 11 Fostering Sustainability in
Outdoor and Informal Education