| |
| |
| |
| The Foundations of Contemporary Approaches to Experiential Learning | |
| |
| |
| |
| Experiential Learning in Higher Education: The Legacy of John Dewey | |
| |
| |
| |
| Experiential Learning in Training and Organization Development: The Contributions of Kurt Lewin, Jean Piaget and the Cognitive-Development Tradition of Experiential Learning | |
| |
| |
| |
| Other Contributions to Experiential Learning Theory | |
| |
| |
| |
| The Process of Experiential Learning | |
| |
| |
| |
| Three Models of the Experiential Learning Process | |
| |
| |
| |
| Characteristics of Experiential Learning Summary: A Definition of Learning | |
| |
| |
| |
| Structural Foundations of the Learning Process | |
| |
| |
| |
| Process and Structure in Experiential Learning Summary | |
| |
| |
| |
| Individuality in Learning and the Concept of Learning Styles | |
| |
| |
| |
| The Scientific Study of Individuality | |
| |
| |
| |
| Learning Styles: The Learning Style Inventory | |
| |
| |
| |
| Evidence for the Structure of Learning | |
| |
| |
| |
| Characteristics of the Basic Learning Styles | |
| |
| |
| |
| Summary and Conclusion | |
| |
| |
| |
| The Structure of Knowledge | |
| |
| |
| |
| Apprehension vs. ComprehensionA Dual Knowledge Theory | |
| |
| |
| |
| The Dialectics of Apprehension and Comprehension | |
| |
| |
| |
| The Dialectics of apprehension and Comprehension | |
| |
| |
| |
| The Structure of Social Knowledge: World Hypotheses Based on Comprehension | |
| |
| |
| |
| Contextualism and Organicism: The Synthetic World Hypotheses Based on Apprehension | |
| |
| |
| |
| Social Knowledge as Living Systems of InquiryThe Relation Between the Structure of Knowledge and Fields of Inquiry and Endeavor | |
| |
| |
| |
| The Experiential Learning Theory of Development | |
| |
| |
| |
| Learning and Development as Transactions | |
| |
| |
| |
| Between Person and Environment | |
| |
| |
| |
| Differentiation and Integration in Development | |
| |
| |
| |
| Unilinear vs. Multilinear Development | |
| |
| |
| |
| The Experiential Learning Theory of Development | |
| |
| |
| |
| Consciousness, Learning, and Development | |
| |
| |
| |
| Learning and Development in Higher Education | |
| |
| |
| |
| Specialized Development and the Process of Accentuation | |
| |
| |
| |
| Undergraduate Student Development in a Technological University | |
| |
| |
| |
| Professional Education and Career Adaptation | |
| |
| |
| |
| a Comparative Study of Professional Education in Social Work and Engineering | |
| |
| |
| |
| Managing the Learning Process | |
| |
| |
| |
| Implications for Higher Education | |
| |
| |
| |
| Lifelong Learning and Integrative Development | |
| |
| |
| |
| Adaptive Flexibility and Integrative Development | |
| |
| |
| |
| On Integrity and Integrative Knowledge | |