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Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to but not synonymous with other forms of active learning such as action learning, adventure learning, free choice learning, cooperative learning, and service learning.〔Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. ''The Journal of Physical Education'' 22(2), 91-98.〕 Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning process. As such, compared to experiential education, experiential learning is concerned with more concrete issues related to the learner and the learning context. The general concept of learning through experience is ancient. Around 350 BCE, Aristotle wrote in the ''Nichomachean Ethics'' "for the things we have to learn before we can do them, we learn by doing them".〔''Nicomachean Ethics'', Book 2, Ross translation (1908).〕 But as an articulated educational approach, experiential learning is of much more recent vintage. Beginning in the 1970s, David A. Kolb helped to develop the modern theory of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. ==Kolb experiential learning model== Experiential learning focuses on the learning process for the individual. One example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. Likewise, in business school, internship, and job-shadowing, opportunities in a student’s field of interest can provide valuable experiential learning which contributes significantly to the student’s overall understanding of the real-time environment.〔McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are Not Enough: Integrating Experiential Learning Into Business Curricula. Journal Of Education For Business, 81(4), 201-204.〕 A third example of experiential learning involves learning how to ride a bike,〔Kraft, R. G. (1994).Bike riding and the art of learning.In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method.Boston: Harvard Business School Press.〕 a process which can illustrate the four-step experiential learning model (ELM) as set forth by Kolb〔Loo, R. (2002). A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors. Journal of Education for Business, 77:5, 252-256〕 and outlined in Figure 1 below. Following this example, in the "concrete experience" stage, the learner physically experiences the bike in the "here-and-now".〔Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. p. 21〕 This experience forms "the basis for observation and reflection" and the learner has the opportunity to consider what is working or failing (reflective observation), and to think about ways to improve on the next attempt made at riding (abstract conceptualization). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection (active experimentation).〔 Figure 1 – David Kolb’s Experiential Learning Model (ELM) 〔http://www2.le.ac.uk/departments/gradschool/training/resources/teaching/theories/kolb Retrieved October 28, 2012.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Experiential learning」の詳細全文を読む スポンサード リンク
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