Foreword   x
About the Author   xii
Preface   xiii
Introduction   xvi
Part I Â Experience and Learning
Chapter 1  The Foundations of Contemporary Approaches to Experiential Learning    1
Experiential Learning in Higher Education: The Legacy of John Dewey   4
Experiential Learning in Training and Organization Development: The Contributions of Kurt Lewin   8
Jean Piaget and the Cognitive-Development Tradition of Experiential Learning   12
Other Contributions to Experiential Learning Theory   15
Update and Reflections   19
Foundational Scholars of Experiential Learning Theory   19
Liminal Scholars    20
Contributions to Experiential Learning   23
Chapter 2  The Process of Experiential Learning    31
Three Models of the Experiential Learning Process   32
Characteristics of Experiential Learning 37
Summary: A Definition of Learning   49
Update and Reflections   50
The Learning Cycle and the Learning Spiral    50
Understanding the Learning Cycle    50
The Learning Spiral   61
Part II Â The Structure of Learning and Knowledge
Chapter 3  Structural Foundations of the Learning Process   65
Process and Structure in Experiential Learning    66
The Prehension Dimension-Apprehension Versus Comprehension   69
The Transformation Dimension-Intention and Extension   77
Summary    85
Update and Reflections   87
Experiential Learning and the Brain   87
James Zull and the Link between the Learning Cycle and Brain Functioning    88
My Brain Made Me Do It?   94
Chapter 4  Individuality in Learning and the Concept of Learning Styles    97
The Scientific Study of Individuality   98
Learning Styles as Possibility-Processing Structures    100
Assessing Individual Learning Styles: The Learning Style Inventory   104
Evidence for the Structure of Learning   111
Characteristics of the Basic Learning Styles   114
Summary and Conclusion    135
Update and Reflections   137
Individuality, the Self, and Learning Style    137
Western and Eastern Views of the Self   138
Experiential Learning and the Self    139
Learning Style    141
Chapter 5  The Structure of Knowledge    153
Apprehension vs   Comprehension—A Dual-Knowledge Theory   154
The Dialectics of Apprehension and Comprehension   159
The Structure of Social Knowledge: World Hypotheses   164
Summary    173
Social Knowledge as Living Systems of Inquiry—The Relation between the Structure of Knowledge and Fields of Inquiry and Endeavor    175
Update and Reflections   186
The Spiral of Knowledge Creation   186
Personal Characteristics and Ways of Knowing   188
Knowledge Structures and Disciplinary Learning Spaces 190
The knowledge Structures of Experiential Learning   192
Part III Â Learning and Development
Chapter 6  The Experiential Learning Theory of Development    197
Learning and Development as Transactions between Person and Environment   198
Differentiation and Integration in Development   199
Unilinear vs   Multilinear Development    201
The Experiential Learning Theory of Development   205
Consciousness, Learning, and Development   210
Adaptation, Consciousness, and Development    216
Update and Reflections   225
Culture and Context    226
Individual Differences and Multilinear Development    227
Integration and Advanced Stages of Adult Development   228
Implications for Experiential Learning Theory Development Theory   234
Chapter 7  Learning and Development in Higher Education    239
Specialized Development and the Process of Accentuation   242
Undergraduate Student Development in a Technological University   244
Professional Education and Career Adaptation   261
A Comparative Study of Professional Education in Social Work and Engineering    263
Managing the Learning Process   276
Implications for Higher Education    283
Update and Reflections   287
Becoming an Experiential Educator   287
Chapter 8  Lifelong Learning and Integrative Development   311
Adaptive Flexibility and Integrative Development    315
On Integrity and Integrative Knowledge    327
Update and Reflections   333
Lifelong Learning and the Learning Way   333
Bibliography   355
Index    377
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