The concept of experiential learning and John Dewey's theory of reflective thought and action

By Reijo Miettinen. 2000

650 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8c409b0d8bb8b55557da354dd400f2adbabac578

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Jeb Schenck
2. Sari Lindblom-Ylänne
3. Randall J. Knapp
4. J. Cruickshank
5. Thomas Howard Morris
6. Mike Brown
7. Jayson Seaman
8. Kaisu Mälkki

In Education

1. Jeb Schenck
2. J. Cruickshank
3. Kaisu Mälkki
4. Sari Lindblom-Ylänne
5. Randall J. Knapp
6. Thomas Howard Morris
7. Mike Brown
8. Jayson Seaman

Citations in the corpus

• Experiential learning – a systematic review and revision of Kolb’s model (2019, methodology): “, 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).”
• Collective (Team) Learning Process Models: A Conceptual Review (2010, background): “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.”
• Evolving Kolb (2015, background): “Miettinen (2000) strongly disputed Kolb’s assumptions, noting Kolb’s use of separate, unlinked phases as modes of learning.”
• From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “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).”
• Experience, Reflect, Critique: The End of the “Learning Cycles” Era (2008, background): “138) Miettinen (2000) critiques this perspective as naïve, noting “the theoretical and epistemological inadequacy of the concept of immediate personal experience” (p.”
• The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE (2017, background): “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).”