Abstract:
The central purposes of this study were to review the
historical sources of David Kolb's formulation of experiential
learning theory, and to determine the effect and
application of Kolb's theory and Learning Style Inventory
as reflected in the literature between 1971 and 1990.
It was found that Kolb based his experiential learning
theory on Dewey's descriptions of learning which were the
earliest conceptualizations used in Kolb's theoretical
framework; as well as the learning theory of Lewin's, the
source of Kolb's initial conceptualizations of the learning
cycle model; and Piaget's cognitive developmental theory.
The investigator also found that the psychological
constructs of fields of consciousness by William James
(1899), were clearly correlated with Kolb's four phases of
his learning cycle model.
Curry's learning style topology and psychometric
evaluation favorably supported Kolb's Learning Style
Inventory. Curry classified Kolb's LSI as an information
processing inventory with strong reliability, fair
validity, and as the only LSI from which four other
learning style instruments were developed.
A majority (61.7%) of the studies examined found that
Kolb's theory and LSI were useful in five academic areas:
accounting and business education, the helping professions,
medical professions, postsecondary education, and teacher
education. An understanding of and use of Kolb's learning
cycle model will assist educators to organize curricula to
focus on one or more of the four key learning environments.
Researchers need to have a knowledge of and understanding
of Kolb's formulation of experiential learning theory
before they conduct research related to learning style
theories.
In a 1990 interview Kolb stated that dual knowledge
creates dual perceptions of the world, which are either
concrete or abstract and are equally valued. The two types
of knowledge are described by Kolb's two oppositional
learning processes of apprehension and comprehension. The
reception of dual inputs creates our individuality. It is
a genetic plan for the development of the unique self.
