Experiential Learning: Folklore as a Learning Experience

From Experience to Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development

Conceptualization Abstract conceptualization, the third stage of experiential learning, emphasizes the importance of building general theories using scientific, as opposed to intuitive, approaches. This stage requires learners to distill their reflections into more general concepts that can guide their future actions, and emphasizes thinking, rather than feeling (Kolb, 1984). Similar to reflect...

Experiential learning as a method to enhance experiential teaching

Learning Systems Organising Reflection – Organisational Learning as Collective, Experiential Learning

The article discusses shifts and continuities in practical and theoretical work on organisational learning since the mid 1980s within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy. Projects over 20 years are reviewed. All the projects discussed have had a participatory action research design. The point, however, is the emerging justifications for the ch...

Running Head: Experiential learning critics Experiential Learning and Its Critics: Preserving the Role of Experience in Management Learning and Education

This paper considers John Dewey’s dual reformist-preservationist agenda for education in the context of current debates about the role of experience in management learning. The paper argues for preserving experience-based approaches to management learning by revising the concept of experience to more clearly account for the relationship between personal and social (i.e. , tacit/explicit) knowle...

Running head: Folklore-based Learning Folklore-based Learning on the Web---Pedagogy, Case Study and Evaluation

1 1 Abstract Folklore-based learning is a kind of situated learning paradigm in which students learn by solving problems embedded in a near-real situation. The proposed learning approach employs further interesting story plots from folklores as the background situation to motivate students to participate in learning activities. It is believed that such a paradigm has, on one hand, the advantage...