Assumptions

There are six assumptions to the Experiential learning theory.

 

Learning is a process:

 

      Experiential learning stress on the process of learning rather than the outcomes that are the focus of idealistic approaches and behavioural theories of learning. According to this theory, concepts and ideas are constantly changing under the influence of experience. In the light of this theory, learning measured in terms of outcome is viewed as maladaptation to experience and hence considered non-learning.

Learning is continuous:

 

      Since human consciousness is continuous, we continuously learn from our experiences of day to day life. Everyone has at least a crude idea of the educational situation and a person actually refine or relearn their existing knowledge in the light of the new experience gained. Knowledge has no end point, instead every knowledge has infinite scope for improvement. Foundation that can be improved upon or refined

Learning requires resolution of conflicts:

 

     Tension or conflict drives learning. Learning takes place when there is resolution of conflicts surrounding every situation encountered in the world. New knowledge, skills, or attitudes are result of the confrontation among four modes of experiential learning.  

 

Learning is holistic:

 

      Learning not only involves cognition or perception but the entire human functions of thoughts, feelings, comprehension, and behaviour. Learning is not simply associated with school or classroom, but rather occurs in all human settings and at all stages of life. Experiential learning views learning as a process of human adaptation to social and physical environment.

Learning involves transaction between the person and the environment:

 

      Unlike the traditional educational systems where learning was viewed as an internal process books, teachers, and classroom were the essential elements; experiential learning requires real world experience integral to the process of learning.

Constructivism:

 

     Constructivism is a paradigm that claims learning as an active process of creating and recreating knowledge. This theory is against the traditional educational models where pre-existing fixed knowledge is transferred from the teacher to the students. In experiential learning theory, new knowledge is linked to the existing knowledge and is subjectively recreated from the objective reality.