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The concept of experiential learning and John Dewey's theory of reflective thought and action
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The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very specific and unilateral mode of experience- feedback session in T-group training- into a general model of learning. Kolb's interpretation of John Dewey's ideas is compared to Dewey's concepts of reflective thought and action. It is concluded that Kolb gives an inadequate interpretation of Dewey's thought and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. The theory historical approach of the article discusses both substantial questions related to experiential learning and the way concepts are appropriated, developed and used within adult education theory.
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75 Own interpretation · 73 No basis given · 56 Sources not found · 13 Not checked yet · 6 No full text of the sources · 2 Own result
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In the paper
“This happens when Kolb lumps together Carl Jung, Kurt Lewin and John Dewey with humanistic psychologists, as founders and developers of experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“Kolb uses in the development of his conception the theory of world hypotheses of the American philosopher Stephen Pepper.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“The interviews conducted after the seminar showed that the course, indeed, gave rise to new networks of collaboration and projects in the communities (Lippit 1949 : 171).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
What the sources say
- Not matchedcites Lippit 1949: 171
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In the paper
“The re¯ection on group experiences played a minor role in the seminar, as can be seen in table 1 where the time spans for the diÚ erent parts of the seminar in the groups led by Kenneth Benne and Ronald Lippit are presented.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
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In the paper
“None of the phases of Dewey' s model of re¯ective activity are included in Kolb' s model of Lewinian experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
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In the paper
“None of them is included in the model (® gure 2) that Kolb presents as Dewey' s model of learning either.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
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In the paper
“Dewey does not include the outcomes of this process as an independent phase in his model.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
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In the paper
“This conception is based in Kolb' s book on the model of a very particular historical incident ± or habit: the immediate feedback in human relation training.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
What the sources say
- Not matchedcites Kolb 1984
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In the paper
“and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Abstract
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In the paper
“Kolb does not use Pepper' s root metaphors to analyse the backgroun d presupposition s of his own synthesis.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“He further indicates (1984 : 17) that techniques and methods such as those employed in T-groups and action research have contributed to the conception of experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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In the paper
“In Experiential Learning (1984) Kolb tries to elaborate further both the foundations of the model and the extended societal application of the Learning Style Inventory.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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In the paper
“Kolb presents in a graphical form the conceptions of learning of these three theoreticians (Kolb 1984 : 22, 24, 25).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It claims to present solutions to many burning problems of adult education and working life in western, postmodern society.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach.”
- Also stated in: § Kolb' s eclectic method and its consequence s · plain
“According to him, the founding fathers and developers of the conceptions are John Dewey, Kurt Lewin and Jean Piaget.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Abstract
What the sources say
- Not matchedcites Kolb 1984
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- Also stated in: § Kolb' s eclectic method and its consequence s · plain
In the paper
“Kolb says that he does not want to develop an alternative theory of learning, `but rather to suggest through experiential learning theory a holistic integrative perspective on learning that combines experience, perception, cognition, and behavior ' (1984 : 21).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Kolb starts his book by de® ning the historical roots of experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Kolb fuses these hypotheses to his model and combines them with those ® ndings of brain physiology that indicate functional diÚ erences between the right and the left hemispheres of the human cortex.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“He also utilizes the results of neurophysiology which report the functional diÚ erences between the right and left hemispheres of the human cortex and to the theory of world models presented by the American philosopher Stephen Pepper.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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plaindirect- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The concepts are de® ned brie¯y and without adequate reference to the background literature.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“After presenting the three founding fathers, Kolb states that the approach was further developed by therapeutic psychologies based on psychoanalysi s (Carl Jung, Erik Erikson) and humanistic psychology (Carl Rogers and Abraham Maslow) as well as by radical educationists such as Paulo Freire and Ivan Illich.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1984
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Second, I shall study how Kolb derives his model, which he claims to a Lewinian model, from the tradition of Lewinian action research and small group research.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
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In the paper
“On the other hand, the book has a programmati c nature.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“The substantiation of the model combines widely diÚ erent ingredients : ideas, terms and conceptions from many sources.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
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In the paper
“The table also shows the diÚ erences between the groups.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“The quotation is the only reference to the work of Dewey in the presentation.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
What the sources say
- Not matchedcites Kolb 1984
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In the paper
“This interpretation is based on a lengthy citation that the author has taken from Dewey' s small book Experience and Education (1938).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
What the sources say
- Not matchedcites Kolb 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Dewey 1938
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In the paper
“Having presented the `Lewinian model ' , Kolb introduces brie¯y, with a few sentences, John Dewey' s model of experiential learning (1984 : 22, see ® gure 2).He states that it is remarkably similar to the Lewinian model.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
What the sources say
- Not matchedcites Kolb 1984
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In the paper
“The text from which the citation is taken deals with the problem of pupil motivation at school.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
What the sources say
- Not matchedcites Dewey 1938
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The concept of culture also covers the large variety of human activities and practices necessary for understanding the thinking and actions of individuals.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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In the paper
“In 1949, Dewey started to write a new introduction to his main metaphysical work Experience and Nature.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Kolb speaks about experiential learning.Dewey speaks about experimental thought and activity.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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In the paper
“He regarded it as philosophicallyimportant that culture comprises both artefacts and humans in their mutual interaction.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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In the paper
“Dewey says that had he an opportunity to rewrite Experience and Nature he would give it a new name Culture and Nature (LW 1 : 361).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
What the sources say
- Not matchedcites Dewey LW 1:361
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In the paper
“He would use culture `in its anthropological sense' .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In this un® nished introduction, Dewey expressed his disappointment about the nondualist conception of experience ± covering the individual and the world ± being interpreted mainly in an individual and psychological way.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
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In the paper
“Pepper rejects such a mixing of ingredients.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Pepper 1972
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plain- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If the conception of experience is problematic, so is the possibility of its re¯ection.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
plainconditional- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: It is experience that is reflected.
In the paper
“Two central principles of his method are `Eclecticism is confusing' (104± 114) and `Concepts which have lost their contact to their root metaphors are empty abstractions ' (113± 114).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Pepper 1972
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plain- Asserted: passes — The authors put it forward as true.
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In the paper
“The conception of experiential learning is an established approach in the tradition of adult education theory.”
- Also stated in: § Introduction · plain
“Experiential learning is an important approach within the theoretical tradition of adult education in Europe, North America and Australia (see e.g.Boud et al. 1985 ;Boud and Miller 1996 ;Weil and McGill 1989).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Abstract
What the sources say
- Not checked — no full text of the sourcecites Boud et al. 1985
- Not matchedcites Boud and Miller 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Weil and McGill 1989
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Also stated in: § Introduction · plain
In the paper
“In his theory Pepper suggests that there are four basically diÚ erent hypotheses of world, four ways of conceptualizing the reality : formism, mechanism, contextualism and organism (Pepper 1972).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Pepper 1972
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One cannot help concluding that Kolb' s motive is not critical evaluation or interdisciplinarity but an attempt to construct an `attractive' collection of ideas that can be advocated as a solution to the social problems of our time and to substantiate the usefulness of his learning style inventory.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“David Kolb' s four-stage model of experiential learning is a fundamental presentation of the approach.”
- Also stated in: § Introduction · hedged
“David Kolb' s book Experiential Learning (1984) is perhaps the best known presentation of the approach.”
- Also stated in: § Introduction · boosted
“Kolb' s four-stage model of learning elaborated in the book is regarded as classical and as a foundation for experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Abstract
What the sources say
- Not matchedcites Kolb 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Also stated in: § Introduction · hedged
In the paper
“The ® rst version of the model was presented to substantiate the use of the inventory in a book of exercises in Organizational Psychology (Kolb et al. 1971: 28).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb et al. 1971
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The humanistic connection is also epistemologically signi® cant, since it strengthens the methodological individualismof experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, these concepts often remain unclear and open to many interpretations.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
In the paper
“Our contention is, that this method is mistaken in principle in that it adds no factual content and confuses the structures of fact which are clearly spread out in the pure root-metapho r theories; in two words, that is almost inevitably sterile and confusing.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Pepper 1972
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are, therefore, good grounds for studying carefully the theoretical foundations of Kolb' s work.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: Kolb's model has been widely used in management consultation, leadership training and in research on cognitive processing styles.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Because the author is the developer of this technology, the book can also be seen as a marketing promotion.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The main application of the model was to manage and gain control of individual learning by inventing one' s learning style (Kolb 1976a(Kolb , 1976b)).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites Kolb 1976a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Kolb 1976b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Kolb unites terms and concepts, extracting them from their idea-historical contexts and purposes and puts them to serve the motives of his own presentation.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Kolb' s theory is best known through the four-stage model of experiential learning (Kolb et al. 1971: 28, see ® gure 1).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
What the sources say
- Not matchedcites Kolb et al. 1971: 28
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Through its humanistic connection, the concept of experience also has an ideological function: faith in an individual' s innate capacity to grow and learn.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“It has been used as a foundation for formulating a theory of organizational learning (Dixon 1994).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
What the sources say
- Not checked — no full text of the sourcecites Dixon 1994
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This procedure and method can be called eclectic.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The book represents a special genre of writing, which could be characterized as consultancy literature.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This is what makes it particularly attractive for adult education theorists and for the idea of lifelong learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Introduction
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Pepper argues that the concepts ± when taken out of their theoretical context, the context where they come from ± change into `thin, little more than names with a cosmic glow about them ' (1972: 113).The concepts and terms outside their theoretical context do not have intrinsic or ultimate value in themselves.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Kolb' s eclectic method and its consequence s
What the sources say
- Not matchedcites 1972: 113
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The basic idea of the seminar followed the stages of Lewin' s action research : diagnosing problems, ® nding solutions to them, exercising the solutions and planning carefully the actions to be taken `back home ' .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In the 1946 seminar, the participants, community activists and leaders, had plenty of diverse knowledge and experience of racial problems and of attempts and ways of trying to solve them.This knowledge and experience was widely used in the 1946 seminar.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“In his summary, Kolb presents a working de® nition of learning (Kolb 1984 : 38) : Learning is a process whereby knowledge is created through the transformation of experience.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites Kolb 1984 : 38
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Hence, the concept of `immediate' , `here and now ' , having a practical and technical background , can be given a philosophical meaning like `existential' .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: Humanistic psychology and existential-phenomenological conception of man provide a special social ontology and value system.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The versatile knowledge and experience of the participating community leaders, the outside specialists and the researchers of Lewin' s group were widely used.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The National Training Laboratories were founded in 1947 to carry on the work started in the Massachusetts Institute of Technology.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Anyhow, in this context, the regularities of behaviour of groups encapsulated in a laboratory was relevant knowledge.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The systematic and coordinated way of collecting data made the data comparable and analysable.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This theory was a prevailing conception of the origins of knowledge until recently.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Kolb states that humanistic values oÚ er `new hope-® lled ideas for the conduct of human relationships and the management of organizations' (Kolb 1984 : 11).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
What the sources say
- Not matchedcites Kolb 1984: 11
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In the T-group training individuals are supposed to learn about the interaction ingroups, that is, develop individual `human relations skills' .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“He also shows that hypotheses generated by re¯ection can only be tested in experimental activity, which might solve the problem that elicited the process of re¯ection.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The dynamics of the model of experientia l learning
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“The small group research at the National Training Laboratories ± the most important centre for the development of the T-group method ± was mainly funded by the Oae ce of Naval Research of the United States' Army.The oae ce was interested in how autonomou s small groups behave in circumstances of total isolation from the rest of the world (1996 : 153)”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
What the sources say
- Not matchedcites 1996: 153
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This characterization resembles the empiricist theory of scienti® c knowledge proposed by the logical empiricists in the 1930± 1950s.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Kolb continuously speaks about `dialectical tension' between experiential and conceptual.However, he resolves the tension simply by taking both as a separate phase to his model.There is surely no dialectics in this.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The dynamics of the model of experientia l learning
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“He leaves out other, more important working methods without proper attention.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Rests on an assumption: The working methods omitted by Kolb were more important than the feedback sessions.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The group dynamics exercises comprised a method in the third phase of Lewin' s action research.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Accordingly, the core of his model of experiential learning is `a simple description of a learning cycle ± how experience is translated into concepts, which in turn are used as guides in the choice of new experiences' (Kolb 1976: 21).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not checked — no full text of the sourcecites Kolb 1976: 21 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“To Jung, important experiences were based on connection to the collective unconscious, the archetypal primordial images from pagan times or to the species-historical primitive.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
What the sources say
- Not matchedcites Jung 1933: 233
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The group planned action programmes for solving racial problems in their respective communities.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, Kolb uses it very selectively.He picks up from the variety of content and methods of the seminar only one aspect: direct feedback related to the group dynamics after the group sessions.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“That is why they can serve as a speci® cally ideological ingredient in the approach of experiential learning in adult education.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Rests on an assumption: Humanistic psychology and existential-phenomenological conception of man provide a special social ontology and value system.
- Rests on an assumption: Humanistic conceptions represent normative and philosophical arguments for methodological individualism and the 'subjective personal' nature of experience.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is this speci® c aspect of the seminar that Kolb picks up to formulate the basis of his concept of experience.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Learners, if they are to be eÚ ective, need four diÚ erent kinds of abilities-concrete experience abilities (CE), re¯ective observation abilities (RO), abstract conceptualizing abilities (AC) and active experimentation abilities (AE).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The dynamics of the model of experientia l learning
What the sources say
- Not matchedcites 1984 : 30
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The objects of study in the 1946 seminar were the racial prejudices and social problems in the State of Connecticut.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This kind of experience is based on the generalization of a very speci® c mode of action, a feedback session, which developed into a key procedure in the T-group training ± combined with a highly individualistic and normative humanistic-existential anthropology.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: Humanistic psychology and existential-phenomenological conception of man provide a special social ontology and value system.
- Rests on an assumption: Humanistic conceptions represent normative and philosophical arguments for methodological individualism and the 'subjective personal' nature of experience.
In the paper
“Suae ce to say, in this context, that the `peak experiences ' revealing the biological true nature of man proposed by Abraham Maslow are religious experiences (Maslow 1970).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
What the sources say
- Not matchedcites Maslow 1970
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although Kolb speaks about observation and re¯ection instead of observation and induction, the basic problems of his model remain the same.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This epistemological criticism and discussion concerning man' s possibility of obtaining new knowledge about the world, is the most relevant issue for any theory of experience.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(1) T he shared societal object of the group is eliminated and the `group interaction as such ' becomes the object of analysis”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Also Jung saw the psychological experience as an alternative to institutionalized religion (Jung 1933 : 233) :”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
What the sources say
- Not matchedcites Jung 1933: 233
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In Lewin' s laboratory, the study of group behaviour was based on the data collected by the researchers.In each group, there was an observer who wrote down her observations on a form designed by Lewin' s research group.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“The humanistic and person-centre d orientation grew prominent in the T-group training movement during the 1960s (Hirsch 1987: 65± 69).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
What the sources say
- Not matchedcites Hirsch 1987: 65-69
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The construction of the distinct styles makes it necessary to postulate distinct modes of adaptation .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The dynamics of the model of experientia l learning
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Whereas empiricist philosophy regards observations of reality and nature as a starting point of knowledge, Kolb postulates observation of experience as a starting point.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The in¯uence of these theories is not manifest in Kolb' s work.It is more visible in the rhetorical value commitments than in the learning model itself.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Since then, it has been criticized in various ways in the philosophy of science.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The recollections of the participants in the feedback situation can be regarded as a `here and now experience' to be analysed.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(4) T he concept of experience is tied to humanistic anthropology and values”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > (4) T he concept of experience is tied to humanistic anthropology and values
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Accordingly, the creation of new joint activities and new ways of working, as well as networks of collaboration, is missing in the concept of experiential learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The background of Kolb' s concept of experience : the four steps
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Kolb states that each of the phases of the model is a `diÚ erent form of adaptation to reality' or a `learning mode ' (Kolb et al. 1971: 28).A separate individual ability corresponds to every phase of the model (1984 : 30) :”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The dynamics of the model of experientia l learning
What the sources say
- Not matchedcites Kolb et al. 1971: 28
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites 1984 : 30
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“Peirce calls the inference that proceeds through hypotheses an abduction.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites Peirce 1992} 1878
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This fragment of text is selected because it supports the author' s agenda.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, from the point of view of Dewey' s general theory of experience and thought, it is marginal.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Once made visible and critically transformed by re¯ection, they can turn into means of enriching thought and action.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Re¯ection and reconstruction of the environment are inseparable.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Empirical thinking is based on observation of regularly occurring or coinciding things and phenomena.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It is, on the one hand, the great ¯ywheel of society.It is necessary, in this society, to have stabilized ways of doing things that function well and in a predictable way in the recurring situations of life.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It is the failure and uncertainty of the primary experience that gives rise to re¯ective thought and learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Dewey further elaborated this logic and applied it to social practice.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the light of our knowledge on observation and knowledge formation it is highly unlikely that an individual could, as Kolb stated above, `be able to involve themselves fully, openly and without bias in new experiences ' let alone draw any generalizations from such experiences.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It does not imply hypotheses of the causes of mechanisms.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Dewey considers that one of the purposes of re¯ection is to be conscious of the layers of cultures weaved in the observations.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“What is important is Dewey' s statement that the process has two kinds of result.The direct, immediate outcome is that the situation becomes reconstructed in such a way that the initial problem becomes resolved.This outcome means the increased control over the activity.Another, indirect and intellectual outcome is the production of a meaning that can be used as a resource in forthcoming problem s”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Induction leads to the recognition of a fact on the basis of the similarity of facts.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites Peirce 1992} 1878
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“They steer the observations, and with them the observer interprets and generalizes what is seen and regarded as problematic and important.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The central issue in Dewey' s conception of experiment is whether an authoritybond and routine ways of thinking and action can be replaced by a `reconstructive ' and re¯ective way.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Routinized ways of doing things are mostly accomplished without re¯ection.When the normal course of activity is disturbed, a state of uncertainty and indetermination emerges.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The phases of re¯ective thought and action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“When these habits do not function, a problem, uncertainty and a crisis emerges and calls for re¯ective thought and investigation into the conditions of the situation.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The continuity of a situation is realized through hypotheses and conceptions as plans of action.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Hypothesis, instead, often suggests something that cannot be inferred from immediate perception at all.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites Peirce 1992} 1878
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It is the regularities of these interactions ± including the properties of things involved ± that make the transfer of concepts from one situation to another possible.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > E
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“As such, empirical thinking is useful in many everyday situations.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The primary experience is composed of material interaction with the physical and social environment.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Experience is not a rigid and closed thing; it is vital, and hence growing.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In adapting to the environment, individuals form habits± routine ways of doing things.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Experimental and theoretical thought liberates us from intellectual laziness and from the tyranny of tradition.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“When dominated by the past, by custom and routine, it is often opposed to the reasonable, the thoughtful.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Second, Dewey wanted to stress the functional and practical signi® cance of concept and make a distinction from classical idealistic theories that regarded concept as mirror image of reality, as re¯ections of the pregiven and eternal structures of nature (Dewey 1916 : 312± 313) :”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
What the sources say
- Not matchedcites Dewey 1916:312-313
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“On the other hand, the act of following these habits can turn into a conservative factor, an obstacle for change and innovation.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“But experience also includes the re¯ection that sets us free from the limiting in¯uence of sense, appetite, and tradition.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, he wanted to stress that concepts are always tentative and have the nature of the hypothesis.That is why he often uses the terms hypothesis, working hypothesis and guiding idea instead of concept.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In the 1990s, philosophers have stressed that observation is not only laden with theory but also mediated by instruments and practices.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learning can, therefore, be regarded as a relationship between culturally appropriated conceptions, ways of action and hypothesis and empirically new ways, deviating from previous and problematic elements in practical activity.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
None of the sources cited for this claim have been checked yet.
In the paper
“The process of re¯ective thought starts with an attempt to de® ne what is wrong in the situation.The actor forms a tentative conception of the diae culty and de® nes the problem.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The phases of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In the following phase the analysis and diagnosis of the conditions takes place.The conditions include both material and social conditions and the means and resources with which the problem is supposed to be resolved.The presupposition of the possible solution is called a working hypothesis.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The phases of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The testing of the hypothesis does not always lead to the con® rmation of the hypothesis.But the hypothesis makes learning possible, because the outcome can be compared to the initial suppositions implied in the hypothesis.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > 5) T esting the hypothesis by action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Dewey' s approach is a naturalistic one.On the basis of Darwinian biological theory of evolution, it takes the adaptation of the organism to its environment as its starting point (see Dewey 1976).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
What the sources say
- Not matchedcites Dewey 1976
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Karl Popper calls the assertion of such a possibility absurd (1981 : 72).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites 1981 : 72
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The secondary experience is a re¯ective experience that makes the environment and its things as objects of re¯ection and knowledge.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“A scienti® c observation, as an Australian philosopher of science Allan Chalmers states, is a practical accomplishment.It is a result of getting a whole arsenal of instruments to work (Chalmers 1990).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites Chalmers 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Dewey makes a distinction between a primary and a secondary experience.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“They are generalizations of the interactions between humans and the entities of environment, in practical activity.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > E
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a matter of fact, the excerpt and Kolb' s interpretation of it gives a unilateral and erroneous picture of Dewey' s theory on experience and re¯ective thought and action (see ® gure 3).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“A student of Dewey' s logic, Tom Burke, crystallizes Dewey' s conception of the issue (1994 : 43) : the problem is not only how to formulate hypotheses on the basis of given data¼ but how to reformulate hypotheses, based on the given data and on prior hypotheses that suggested how and why to gather those particular data in the ® rst place.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > The problem of induction and theory ladenness of observations
What the sources say
- Not matchedcites 1994 : 43
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Dewey cites Bronislaw Malinowski (LW 1 : 364) : `Culture is at the same time psychological and collective' .”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
What the sources say
- Not matchedcites Malinowski LW 1:364
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“When the romantic biological and therapeutic ideas of humanistic psychology are combined with it, a thoroughly individualistic conception of learning emerges.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It combines spontaneity, feeling, and deep individual insights with the possibilityof rational thought and re¯ection.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Perhaps the idea of experiential learning forms an attractive package for adult educators.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It comprises a positive ideology that is evidently important for adult education.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although this procedure has developed into one of the tenets of T-group training, it is epistemologically highly problematic and cannot be generalized as a way in which people learn and gain understanding of the world and of their own possibilities in it.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The value of thought lies in what can be accomplished by it.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“It resembles closely the idea of Ian Hacking presented in his Representing and Intervening (1983) according to which phenomena are constructed in a laboratory and do not exist as such in nature.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
What the sources say
- Not checked — no full text of the sourcecites Hacking 1983 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“It has also many similar features with actor network theory developed by Bruno Latour.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Hypothesis and models as plans of action
What the sources say
- Not matchedcites Latour 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It maintains the humanistic belief in every individual' s capacity to grow and learn, so important for the concept of life long learning.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Along with that package, adult education is at risk of remaining a quasi-scienti® c academic ® eld without connection to the philosophical, anthropological, sociological and psychological studies of learning and thought.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: The concept of experiential learning in the form used by Kolb is widely used in adult education research and practice.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“For Dewey, there is no re¯ective thought without a disturbance in the habits and ways of doing things, without hypotheses and testing them in practice.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In his thinking, experience includes the objective forms of interaction between humans and the environment including all the artefacts and things involved in the interaction.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To Dewey, experience is not a matter of psychological state, nor anything in the minds of individuals.”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
Experience and reflection are the two concepts that characterize the experiential learning approach most clearly.
“Without doubt, the two concepts that characterize the approach most clearly are experience and re¯ection.”
The paper relies on this without support.
It is experience that is reflected.
“It is experience that is re¯ected.”
The paper relies on this without support.
Kolb's model has been widely used in management consultation, leadership training and in research on cognitive processing styles.
“It also has been widely used in management consultation, leadership training and in research on cognitive processing styles.”
The paper relies on this without support.
Humanistic psychology and existential-phenomenological conception of man provide a special social ontology and value system.
“The additional qualities given to the concept of experience, such as `personal' , or `authentic' are based on a special social ontology and value system of humanistic psychology and existential-phenomenological conception of man.”
The paper relies on this without support.
Humanistic conceptions represent normative and philosophical arguments for methodological individualism and the 'subjective personal' nature of experience.
“Humanistic conceptions represent normative and philosophical arguments for methodological individualism and the `subjective personal' nature of experience.”
The paper relies on this without support.
The rich variety and modes of human experience are characteristic of various human activities.
“The rich variety and modes of human experience characteristic of various human activities are replaced by a narrow and particularistic conception of experience.”
The paper relies on this without support.
The working methods omitted by Kolb were more important than the feedback sessions.
“He leaves out other, more important working methods without proper attention.”
The paper relies on this without support.
The concept of experiential learning in the form used by Kolb is widely used in adult education research and practice.
“the concept of experiential learning, in the form used by Kolb and the adult education tradition”
“Why is this conception so popular within adult education?”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Dewey' s naturalisti c model of re¯ective thought and action
“How We T hink (1910), Essays in Experimental Logic (1916) and Logic, T heory of Inquiry (1938).”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > References
“15. Dewey (1989a} 1909) How we think. The Later Works of J ohn Dewey Vol. 8 Edited by Jo Ann Boydston (Carbondale & Edwardsville: Southern Illinois University Press).”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > Conclusions
“(Shweder 1990, Cole 1997)”
§ The concept of experiential learning and John Dewey' s theory of re¯ective thought and action > References
“7. Cole, M. (1996) Cultural Psychology (Cambridge : Cambridge University Press).”
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Experiential learning – a systematic review and revision of Kolb’s model
Morris, T. H. (2019) · Interactive Learning Environments · doi:10.1080/10494820.2019.1570279 · Cited by 1,250
“, Coffield, Moseley, Hall, & Ecclestone, 2004; Miettinen, 2000); the dimensions of the model do not connect to each other cohesively (e.g., Jarvis, 2012; Miettinen, 2000); and, the model typology fails clarity (Bergsteiner, Avery, & Neumann, 2010).”
BackgroundMethodInfluentialTransformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Slavich, G. M., & Zimbardo, P. G. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9199-6 · Cited by 646
Elkjær, B. (2004) · Management Learning · doi:10.1177/1350507604048271 · Cited by 397
“Experience takes place in and because of the environment and should not be mixed up with an everyday understanding of the notion, i.e. as an inner, personal ‘reservoir’ of earlier experiences (see also Miettinen, 2000).”
Epistemic Objects, Artefacts and Organizational Change
Miettinen, R., & Virkkunen, J. (2005) · Organization · doi:10.1177/1350508405051279 · Cited by 379
“Dewey’s theory of reflective thought and action is an early formulation of this idea (Dewey, 1938/1991; Miettinen, 2000).”
BackgroundSelf-citationPublic Reflection as the Basis of Learning
Raelin, J. A. (2001) · Management Learning · doi:10.1177/1350507601321002 · Cited by 348
Simamora, R. E., Saragih, S., & Hasratuddin, H. (2018) · International Electronic Journal of Mathematics Education · doi:10.12973/iejme/3966 · Cited by 333
“Meanwhile, Dewey stated that cultural concepts cover a variety of human activities and practices needed to understand individual thoughts and actions (Miettinen, 2000).”
BackgroundEmerging Perspectives on Learning, teaching, and technology
Orey, M. A. (2001) · Cited by 323
Pragmatism, Mead and the Practice Turn
Simpson, B. (2009) · Organization Studies · doi:10.1177/0170840609349861 · Cited by 295
Lai, C. H., Yang, J. C., Chen, F.-C., Ho, C. ‐., & Chan, T. ‐. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00237.x · Cited by 254
“However, the utility of experien- tial learning has been questioned by some educators (Reynolds 1999; Miettinen 2000; Kayes 2002).”
BackgroundMethodInfluentialWhat Is Reflection? Looking for Clarity in an Ambiguous Notion
Clarà, M. (2014) · Journal of Teacher Education · doi:10.1177/0022487114552028 · Cited by 250
“For a critique of how Kolb (1984) interpreted the work of Dewey, see Miettinen (2000).”
BackgroundLorino, P., Tricard, B., & Clot, Y. (2011) · Organization Studies · doi:10.1177/0170840611410807 · Cited by 183
“In its first step, the inquiry (Dewey 1997 [1909], 1980 [1938]; Miettinen 2000) is triggered, not by a cognitive variance or a problem, but by an existential unease.”
BackgroundStocker, M., Burmester, M., & Allen, M. L. (2014) · BMC Medical Education · doi:10.1186/1472-6920-14-69 · Cited by 146
“In contrast, Miettinen elaborates that Dewey’s theory of reflective thought and action regards not experience itself but the inadequacy and contradictions of the habitual experience as the basis for reflection [34].”
BackgroundInfluentialHuang, H., Hwang, G., & Chang, C. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12893 · Cited by 152
Narong, D. K., & Hallinger, P. (2023) · Education Sciences · doi:10.3390/educsci13040339 · Cited by 196
A Theoretical Framework for Serious Game Design
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The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE
Seaman, J., Brown, M., & Quay, J. (2017) · Journal of Experiential Education · doi:10.1177/1053825916689268 · Cited by 179
“Our approach is similar to others who have argued that major constructs such as adolescence (Vadeboncoeur & Stevens, 2005), motivation (Roth, 2011), and even developmental psychology (Koops & Kessel, 2015) cannot be understood apart from their idea-historical origins (see also Miettinen, 2000).”
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Ayaz, O., & Ismail, F. W. (2022) · Advances in Medical Education and Practice · doi:10.2147/amep.s353777 · Cited by 130
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“First, it lacks a mechanism for making students focused on the learning objectives in context (Miettinen 2000).”
BackgroundSchenck, J., & Cruickshank, J. (2014) · Journal of Experiential Education · doi:10.1177/1053825914547153 · Cited by 150
“Miettinen (2000) strongly disputed Kolb’s assumptions, noting Kolb’s use of separate, unlinked phases as modes of learning.”
BackgroundStudents’ learning experience in a multidisciplinary innovation project
Hero, L.-M., & Lindfors, E. (2019) · Education + Training · doi:10.1108/et-06-2018-0138 · Cited by 114
“It has been criticised to be a misinterpretation of Dewey’s ideas and that it fails to identify a hypothesis that would link together the phases in the learning cycle (Miettinen, 2000).”
BackgroundSung, H., Hwang, G., Lin, C.-J., & Hong, T.-W. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.03.014 · Cited by 116
Acting under uncertainty: The core-task analysis in ecological study of work
Norros, L. (2004) · Cited by 111
Studies in Expansive Learning: Learning What Is Not Yet There
Engeström, Y. (2016) · Cited by 106
Mälkki, K., & Lindblom‐Ylänne, S. (2011) · Studies in Higher Education · doi:10.1080/03075079.2010.492500 · Cited by 106
“Despite the explicit indication of the link from reflection through conceptualization to action, Kolb does not explore these conceptual linkages in more detail (Boud, Keogh, and Walker 1985; Miettinen 2000).”
BackgroundInfluentialWhatever happened to process theories of learning?
Engeström, Y., & Sannino, A. (2012) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2012.03.002 · Cited by 104
Beyond Learning by Doing: Theoretical Currents in Experiential Education
Roberts, J. W. (2011) · Cited by 102
Collective (Team) Learning Process Models: A Conceptual Review
Knapp, R. J. (2010) · Human Resource Development Review · doi:10.1177/1534484310371449 · Cited by 107
“Miettinen (2000) argued that Kolb (1984) spoke about experiential learning, whereas Dewey (1938) spoke about experimental thought and activity, with these terms epistemologically far apart.”
BackgroundExperience, Reflect, Critique: The End of the “Learning Cycles” Era
Seaman, J. (2008) · Journal of Experiential Education · doi:10.1177/105382590803100103 · Cited by 100
“138) Miettinen (2000) critiques this perspective as naïve, noting “the theoretical and epistemological inadequacy of the concept of immediate personal experience” (p.”
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Organizational Learning Viewed from a Social Learning Perspective
Brandi, U., & Elkjær, B. (2012) · Wiley eBooks · doi:10.1002/9781119207245.ch2 · Cited by 106
From Habituality to Change: Contribution of Activity Theory and Pragmatism to Practice Theories
Miettinen, R., Paavola, S., & Pohjola, P. (2012) · Journal for the Theory of Social Behaviour · doi:10.1111/j.1468-5914.2012.00495.x · Cited by 91
Self-citationLife trajectories of youth committing to climate activism
Fisher, S. R. (2015) · Environmental Education Research · doi:10.1080/13504622.2015.1007337 · Cited by 92
“This highlights the potential importance of lifelong learning for commitment and action and the role educators may play throughout the life course (Miettinen 2000).”
BackgroundSchwendimann, B. A., Cattáneo, A., Zufferey, J. D., Gurtner, J., Bétrancourt, M., & Dillenbourg, P. (2015) · Journal of Vocational Education and Training · doi:10.1080/13636820.2015.1061041 · Cited by 104
“The Erfahrraum model shares elements with Kolb ’ s experiential learning model (Kolb 1984), which is deeply rooted – in spite of some differences (Miettinen 2000) – in Dewey ’ s conception of learning from experience (Dewey 1933; 1938/1963).”
MethodBhuttah, T. M., Xusheng, Q., Abid, M. N., & Sharma, S. (2024) · Scientific Reports · doi:10.1038/s41598-024-75379-0 · Cited by 95
“A combination of experiential learning and critical thinking enhances learning outcomes 26 .”
BackgroundFilter, E., Eckes, A., Fiebelkorn, F., & Büssing, A. G. (2020) · Sustainability · doi:10.3390/su12093823 · Cited by 87
“While primary experiences represent unmediated material interactions with the physical and social world, secondary experiences are indirect and more reflective ways of experiencing the world [13].”
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Miragaia, D. A. M., & Soares, J. A. P. (2017) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2017.09.001 · Cited by 82
“We argue that this area involves general and specific skills/ competences that require theoretical knowledge and reflexive thinking (Bower, 2014; Miettinen, 2000), which should be articulated consistently with a perspective of internationalization and globalization.”
BackgroundSelf-directed experiential learning to meet ever-changing entrepreneurship demands
Morris, T. H., & König, P. D. (2020) · Education + Training · doi:10.1108/et-09-2019-0209 · Cited by 81
“Building on and integrating recent theoretical developments in self-directed and experiential learning literature (e.g. Bergsteiner and Avery, 2014; Miettinen, 2000; Morris, 2019b), the framework presented in Figure 2 establishes a connection between these two concepts that evinces the fundamental…”
MethodTeaching and Learning: Using Experiential Learning and Reflection for Leadership Education
Guthrie, K. L., & Jones, T. B. (2012) · New Directions for Student Services · doi:10.1002/ss.20031 · Cited by 85
Lin, C.-J., Lee, H.-Y., Wang, W.-S., Huang, Y.-M., & Wu, T.-T. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13072-5 · Cited by 83
“Reflective practices are particularly critical in this cycle (Miettinen, 2000 ), requiring students to review their learning experiences, analyze existing conditions and information, and contem-plate encountered challenges and solutions, thereby deepening their knowledge and enhancing their skills…”
Perusso, A., & Baaken, T. (2020) · The International Journal of Management Education · doi:10.1016/j.ijme.2020.100425 · Cited by 68
Larsen, D. P., London, D. A., & Emke, A. R. (2016) · Perspectives on Medical Education · doi:10.1007/s40037-016-0293-1 · Cited by 76
“Reflection is a key part of most experiential learning theories [2, 3].”
Majeed, B. H., Jawad, L. F., & ALRikabi, H. T. S. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i09.22203 · Cited by 75
Ramsey, C. (2005) · Management Learning · doi:10.1177/1350507605052558 · Cited by 80
“Yet, on this point Miettenen (2000) identifies a contradiction in Kolb’s epistemology.”
Research into experiential learning in nurse education
Hill, B. (2017) · British Journal of Nursing · doi:10.12968/bjon.2017.26.16.932 · Cited by 73
“In the 1970s, Kolb established a theory of experiential learning, which he wrote based on the works of Piaget, Lewin and Dewey (Miettinen, 2000: Bergsteiner et al, 2010). Consequently, Kolb created a 4stage experiential learning model, known as Kolb’s model of experiential learning. Kolb’s (1984) theory suggested that…”
BackgroundMiettinen, R. (2006) · Journal for the Theory of Social Behaviour · doi:10.1111/j.1468-5914.2006.00316.x · Cited by 85
Self-citationInterprofessional education in health and social care: fashion or informed practice?
Craddock, D., O’Halloran, C., Borthwick, A., & McPherson, K. (2006) · Learning in Health and Social Care · doi:10.1111/j.1473-6861.2006.00135.x · Cited by 73
“However, Kolb’s interpretation of Dewey’s thought has been considered inadequate and the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic (Miettinen 2000).”
BackgroundMethodPublications, V., & Norros, L. (2004) · Cited by 71
Organizational learning with a pragmatic slant
Elkjær, B. (2003) · International Journal of Lifelong Education · doi:10.1080/0260137032000102841 · Cited by 74
“Dewey’s concept of experience should not be confused with our everyday understanding of experience in which experiences are often regarded as an inner personal reservoir of earlier times’ experiences (Dewey 1917 [1980], Miettinen 2000).”
BackgroundArtifact Mediation in Dewey and in Cultural-Historical Activity Theory
Miettinen, R. (2001) · Mind Culture and Activity · doi:10.1207/s15327884mca0804_03 · Cited by 70
“Dewey used this concept in the latter sense in his theory of reflective thought and action (Miettinen, 2000).”
BackgroundSelf-citationThe role of the ‘Other’ in reflection, knowledge formation and action in a late modernity
Dyke, M. (2006) · International Journal of Lifelong Education · doi:10.1080/02601370500510728 · Cited by 67
Conceptualizing Wise Management Decision‐Making: A Grounded Theory Approach
Intezari, A. H., & Pauleen, D. J. (2017) · Decision Sciences · doi:10.1111/deci.12267 · Cited by 75
“The Wise Management Decision-making construct also expands the range of the reflective practitioner literature by highlighting the interaction of the practitioner with the wider environment (Miettinen, 2000; Beard & Wilson, 2006), the role of emotions (Vince, 1998) and intuition (Michelson, 1996) in learning, and the…”
BackgroundYeo, R. K., & Marquardt, M. J. (2015) · Human Resource Development Quarterly · doi:10.1002/hrdq.21199 · Cited by 75
“Refl ection is a critical component in AL and EL as it focuses on a deeper awareness of power in social context and the affective control of individuals (Fox, 2009; Miettinen, 2000).”
BackgroundLearning by walking: non-formal education as curatorial practice and intervention in public space
Ruitenberg, C. W. (2012) · International Journal of Lifelong Education · doi:10.1080/02601370.2012.683604 · Cited by 66
“This experiential approach to education can be traced back to the ideas of John Dewey, for whom experience was a concept central to education (see Burnard 1988 ; Miettinen 2000 ).”
BackgroundMacrae, C., & Draycott, T. J. (2016) · Safety Science · doi:10.1016/j.ssci.2016.10.019 · Cited by 66
“This allows standardised routines, tools and habits to be regularly tested, and reorganised where necessary, ensuring that even highly routinised practices and habits can remain intelligent (Miettinen, 2000) and flexible.”
BackgroundPragmatism : A learning theory for the future
Elkjær, B. (2009) · doi:10.4324/9780203870426-10 · Cited by 64
Chan, H. H.-K., Kwong, H. Y. C., Shu, G. L. F., Ting, C. Y., & Lai, F. H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.709699 · Cited by 95
“This theory is built on the works of John Dewy, Kurt Lewin, Kurt Hahn, Jean Piaget, and so on (Dewey, 1986; James, 1990; Schein, 1996; Miettinen, 2000).”
MethodLam, C. K. C., Hoang, C. H., Lau, R. W. K., de Caux, B. C., Chen, Y., Tan, Q. Q., & Pretorius, L. (2018) · Studies in Continuing Education · doi:10.1080/0158037x.2018.1482863 · Cited by 56
“Miettinen (2000, 70) critiques experiential learning in the context of adult education, concerned that it leads educators ‘away from the analysis of cultural and social conditions of learning’.”
BackgroundCraddock, D., O’Halloran, C., McPherson, K. M., Hean, S. C. P. D., & Hammick, M. (2012) · Journal of Interprofessional Care · doi:10.3109/13561820.2012.736888 · Cited by 56
“’s (2006) evaluation, ALT was referred to in this study to describe how the IPE curriculum was delivered in each HEI via a collection of pedagogical approaches, including case-based learning (Spencer & Jordon, 1999), collaborative learning facilitator-led interactive discussions (O’Halloran, Hean, Humphris, & Macleod-…”
MethodKerosuo, H. (2006) · Työväentutkimus Vuosikirja · Cited by 57
Remixing Approaches to Experiential Learning, Design, and Assessment
Heinrich, W. F., & Green, P. M. (2020) · Journal of Experiential Education · doi:10.1177/1053825920915608 · Cited by 54
“Following Kolb’s work, feminist (Michelson, 1996), cultural critiques (Miettinen, 2000), and sociocultural critiques (Seaman, 2008) better position EL theory in sociopolitical and ontological contexts (Seaman et al.”
BackgroundWomen’s leadership learning: A reflexive review of representations and leadership teaching
Stead, V., & Elliott, C. J. (2012) · Management Learning · doi:10.1177/1350507612449504 · Cited by 62
“As Ramsay (2005: 221) observes, popular models of ELT such as Kolb’s learning cycle assume a separation of events from ‘people as participants, creators and observers’, and so fail to acknowledge the significance of the social (Miettenen, 2000; Ramsay, 2005; Swan et al., 2009).”
MethodVirtual Reality for Experiential Education: A User Experience Exploration
Schott, C., & Marshall, S. J. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.5166 · Cited by 69
The Use of Experiential Learning as a Teaching Strategy in Life Sciences
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Experiential Learning: Theory and Challenges
Hedin, N. S. (2010) · Christian Education Journal Research on Educational Ministry · doi:10.1177/073989131000700108 · Cited by 52
“Kolb’s eclectic mix of foundational theories has led some to question his understanding of the underlying assumptions of the systems he utilizes (Miettinen, 2000, p. 56).2 However, Kolb consistently argues that experiential learning theory is soundly based in social psychology, philosophy, and…”
BackgroundA revised model of experiential learning with a debriefing checklist
Matsuo, M., & Nagata, M. (2020) · International Journal of Training and Development · doi:10.1111/ijtd.12177 · Cited by 51
Analisis Pola Narasi Reflektif Buku Teks Sejarah SMA Untuk Pencapaian Empati Sejarah
Susanto, H. A., & Purwanta, . (2022) · Yupa Historical Studies Journal · doi:10.30872/yupa.v6i1.1066 · Cited by 50
Aldana, A., & Richards-Schuster, K. (2021) · Journal of Adolescent Research · doi:10.1177/07435584211043289 · Cited by 49
Carter, B., Arnott, J., Simons, J., & Bray, L. (2017) · Pain Research and Management · doi:10.1155/2017/2514920 · Cited by 51
RECONSIDERING AESTHETIC EXPERIENCE IN PRAXIAL MUSIC EDUCATION
Westerlund, H. M. (2003) · Philosophy of Music Education Review · doi:10.2979/pme.2003.11.1.45 · Cited by 57
Yin, C., Song, Y., Tabata, Y., Ogata, H., & Hwang, G. J. (2013) · Cited by 47
Conceptions of learning and managing the flow of knowledge in the project‐based environment
Sense, A. (2008) · International Journal of Managing Projects in Business · doi:10.1108/17538370810846405 · Cited by 49
“the human need to interact with each other and with their social and cultural environments to enhance the learning processes (Holman et al., 1997; Miettinen, 2000).”
BackgroundVillarroel, V., Benavente, M., Chuecas, M. J., et al. (2020) · Journal of University Teaching and Learning Practice · doi:10.53761/1.17.5.8 · Cited by 47
Wallo, A. (2008) · DiVA (Linkoping University) · Cited by 47
Experience, Reflect, Critique: The End of the "Learning Cycles" Era
Seaman, J. (2008) · Journal of Experiential Education · doi:10.5193/jee.31.1.3 · Cited by 47
Simulation as a Tool to Ensure Competency and Quality of Care in the Cardiac Critical Care Unit
Brunette, V., & Thibodeau-Jarry, N. (2016) · Canadian Journal of Cardiology · doi:10.1016/j.cjca.2016.10.015 · Cited by 42
Lai, C. S.-Y., & Hui, C. L. (2020) · Higher Education Research & Development · doi:10.1080/07294360.2020.1756748 · Cited by 44
Schreck, C., Weilbach, J. T., & Reitsma, G. (2019) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2019.100214 · Cited by 51
Creating a Meaningful Learning Environment: Reflection in Leadership Education
White, J. V., & Guthrie, K. L. (2016) · Journal of Leadership Education · doi:10.12806/v15/i1/r5 · Cited by 42
Dyke, M. (2009) · International Journal of Lifelong Education · doi:10.1080/02601370902798913 · Cited by 44
“Miettinen (2000) summarised Dewey’s position: In adapting to the environment, individuals form habits—routine ways of doing things.”
BackgroundMethodInfluentialDefining a Leader Role curriculum for radiation oncology: A global Delphi consensus study
Turner, S., Seel, M., Trotter, T., et al. (2017) · Radiotherapy and Oncology · doi:10.1016/j.radonc.2017.04.009 · Cited by 39
An Experiential Approach to Sport for Youth Development
Newman, T. J., Alvarez, M. A. G., & Kim, M. (2017) · Journal of Experiential Education · doi:10.1177/1053825917696833 · Cited by 38
“While the precise origins of experiential learning are contested, there is a general consensus that most current perspectives of experiential learning can be traced back to the work of John Dewey, Kurt Hahn, Kurt Lewin, and David Kolb (Gentry, 1990; Miettinen, 2000).”
BackgroundPromoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture
Hashim, A. M., Aris, S. R. S., & Chan, Y. F. (2019) · Asian Journal of University Education · doi:10.24191/ajue.v15i3.7817 · Cited by 41
“Dewey proposes that learning truly occurs when education incorporates and utilizes with experiences (Miettinen, 2000).”
BackgroundLet’s play together: ways of parent–child digital co-play for learning
Toh, W., & Lim, F. V. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2021.1951768 · Cited by 38
“Using gaming to model behaviours can allow parents to demonstrate digital skills in the immediate context of the game environment for children to learn using experiential (Miettinen, 2000) and just-in-time teaching (Gee, 2005).”
Learning styles of entrepreneurs in knowledge-intensive industries
Gemmell, R. M. (2017) · International Journal of Entrepreneurial Behaviour & Research · doi:10.1108/ijebr-12-2015-0307 · Cited by 36
University of Kentucky Community‐Based Field Experience: Program Description
Skelton, J., Mullins, M. R., Kaplan, A. L., West, K. P., & Smith, T. A. (2001) · Journal of Dental Education · doi:10.1002/j.0022-0337.2001.65.11.tb03483.x · Cited by 35
“The basic premise is that students need the opportunity to integrate knowledge and skills through experience, practice, and reflection.(3) Educational literature shows that “knowledge is no longer viewed as a reflection of what has been given from the outside; it is a personal construction in which the individual impo…”
BackgroundExperiential Learning—David A. Kolb
Lehane, L. (2020) · Springer texts in education · doi:10.1007/978-3-030-43620-9_17 · Cited by 34
Takingthingsinto account: learning as kinaesthetically-mediated collaboration
Seaman, J. (2007) · Journal of Adventure Education & Outdoor Learning · doi:10.1080/14729670701349673 · Cited by 35
“…philosophical, anthropological, sociological and psychological studies of learning and thought’ and ‘leads us away from the analysis of cultural and social conditions of learning that are essential to any serious enterprise of fostering change and learning in real life’ (Miettinen, 2000, p. 71).”
BackgroundVaradarajan, S., & Ladage, S. (2021) · Chemistry Education Research and Practice · doi:10.1039/d1rp00180a · Cited by 32
Learning About Managing the Business in the Hospitality Industry
Li, L., Gray, D. E., Lockwood, A. J., & Buhalis, D. (2013) · Human Resource Development Quarterly · doi:10.1002/hrdq.21171 · Cited by 33
Experiential Learning Methods, Simulation Complexity and Their Effects on Different Target Groups
Kluge, A. (2007) · Journal of Educational Computing Research · doi:10.2190/b48u-7186-2786-5429 · Cited by 33
“Miettinen (2000) criticizes Kolb’s eclectic method of constructing his model and his inadequate interpretation of Dewey’s concept of experience and reflective thought, to which Kolb refers to.”
MethodMiettinen, R., & Paavola, S. (2016) · Information Systems Journal · doi:10.1111/isj.12125 · Cited by 32
“In the philosophy of science, a central discovery in the critique of empiricist theories of science has been the theory-ladenness, or practice-ladenness, of observation (e.g. Chalmers, 1990, Miettinen, 2000).”
BackgroundSelf-citationBetween exchange and development
Schulz, K., & Geithner, S. (2010) · The Learning Organization · doi:10.1108/09696471011008251 · Cited by 31
“Activity systems, therefore, cannot be viewed as static entities (Engeström, 2000a, b; Miettinen, 2000).”
BackgroundThe Change Laboratory for Teacher Training in Entrepreneurship Education
Morselli, D. (2018) · Springer briefs in education · doi:10.1007/978-3-030-02571-7 · Cited by 47
Combining experiential and conceptual learning in accounting education: A review with implications
Rodgers, W., Simon, J., & Gabrielsson, J. (2016) · Management Learning · doi:10.1177/1350507616669479 · Cited by 30
“Email: jonas.gabrielsson@hh.se underlying logic and reasoning relate to cognitive and humanist schools of education and learning (Miettinen, 2000).”
BackgroundPragmatism: A Philosophy of Practice
Simpson, B. (2018) · doi:10.4135/9781526430212.n4 · Cited by 29
“It is the interplay between these logics that gives inquiry the dynamic potential that has been recognised and valued by business and management scholars working in organisational learning (Elkjaer, 2004), experiential learning (Miettinen, 2000), and in routines theory (Cohen, 2007; Winter, 2013).”
BackgroundThe links between experiential learning and 4E cognition
Lebert, A., & Vilarroya, Ó. (2024) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.15238 · Cited by 47
Beyond Mastery: Toward a Broader Understanding of AI in Education
Tuomi, I. (2023) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-023-00343-4 · Cited by 45
“This activity-theoretic view has inspired much research on extended, distributed, and situated cognition, and it also resonates with Dewey’s (1958; Miettinen, 2000) model of learning as reflective action.”
Fougère, M., Solitander, N., & Maheshwari, S. (2019) · Journal of Business Ethics · doi:10.1007/s10551-019-04365-8 · Cited by 35
“It is also through the work of Kolb that experiential learning has become an important foundation in the theory of organizational learning (Miettinen 2000).”
BackgroundTricio, J., Woolford, M. J., & Escudier, M. P. (2016) · Journal of Dental Education · doi:10.1002/j.0022-0337.2016.80.8.tb06171.x · Cited by 33
Educators as action researchers: some key considerations
Rossouw, D. (2009) · South African Journal of Education · doi:10.1590/s0256-01002009000100001 · Cited by 36
Metadata
- Authors
- Miettinen, R.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Miettinen, Reijo
- ORCID
- Miettinen, Reijo
- Venue
- International Journal of Lifelong Education
- Publisher
- Informa UK Limited
- Published
- 2000-01
- Volume
- 19
- Issue
- 1
- Pages
- 54-72
- ISSN
- 0260-1370 (ISSN-L)
- 1464-519X
- OpenAlex
- W2112167110
- Cited by
- 658
- References
- 46
- Citations by year
- 2026: 33 · 2025: 37 · 2024: 52 · 2023: 57 · 2022: 47 · 2021: 46 · 2020: 59 · 2019: 43 · 2018: 37 · 2017: 31 · 2016: 24 · 2015: 28 · 2014: 12 · 2013: 23 · 2012: 30
- FWCI
- 39.21
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of Lifelong Education (publishedVersion)
- Työväentutkimus Vuosikirja (submittedVersion)
- Topics
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Arts and Humanities › Philosophy › Pragmatism in Philosophy and Education
- Social Sciences › Education › Educational theories and practices
- Keywords
- experiential learning, John Dewey, David Kolb, reflective thinking, reflective action, Kurt Lewin, action research, concrete experience, epistemology of learning, adult education theory, history of educational thought
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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