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of changing experiences. This paradigm suggests that letting go of judgment strengthens the
mind, and it challenges the illusion that over-thinking something gives one control over it.”
Mindfulness and
Experiential Learning
By Bauback Yeganeh Over the last forty years researchers from and medicine. Empirical studies are now
and David Kolb many different theoretical perspectives finding statistical support for what many
have discovered that individuals develop have known for two millennia: that practic-
consistent, routinized approaches to learn- ing mindfulness enhances mental and
ing called learning styles (Sims and Sims physical health, creativity, and contextual
2006). Of the models that have emerged, learning. In a world of flux and rapidity,
Experiential Learning Theory (ELT) has living mindlessly can result in a host of
largely influenced leadership and organiza- problems including but not limited to: tun-
tion development. The experiential learn- nel vision, increased stress, reduced physi-
ing cycle is one of the most well-known cal health, reduced creativity, and difficulty
illustrations in management education and navigating complex systems. As our sister
has become the key theoretical model to fields of psychology and social psychology
express the nature of experiential learning grow mindfulness research and practices,
(Cunningham, 1994). our field must as well. In this article we
Experiential learning theory also forms explore and discuss mindfulness as a tool
some of the basis for notions of the learn- to assist learners in unlocking their full
ing organization (Vince, 1998; Casey, 1993; learning potential in organizations.
Senge, 1990). Furthermore, organizational
research and practice supports the premise Mindfulness
that when learning is defined holistically
as the basic process of human adaptation, So what exactly is mindfulness? Any
it subsumes more specialized managerial construct that has existed for thousands
processes such as entrepreneurial learning, of years has many definitions. We would
strategy formulation, creativity, problem like to offer two of the most widely
solving, decision- accepted descriptions of mindfulness. In
making, and leadership. our research with Darren Good at Case
Learning styles are used to make sense Western Reserve University, we found
of the world and adapt to it. But what hap- two predominant streams of mindfulness
pens when learners over-routinize their research and practice, meditative mind-
learning styles? Are they missing oppor- fulness and socio-cognitive mindfulness
tunities to reach their learning potentials? (Good & Yeganeh, 2006; Yeganeh, 2008).
This article discusses how mindfulness
techniques can enhance experiential Meditative Mindfulness. Although it is
learning and provides tools for practice in widely used as part of a secular mindful-
organizations. Mindfulness is an age old ness practice, mindfulness is the core of
practice used to overcome the tendency to Buddhist meditation (Kabat Zinn, 1994).
“sleep walk” repetitively through our lives. Thich Nhat Hanh, Gunaratana, Kabat-
In recent times it has been accepted into Zinn, and other present day authors
mainstream psychology, social psychology, advocate developing mindfulness through