HISTORY

The value of experience as a tool in the creation of knowledge and the fostering of human development was seen as early as the 4th century B.C. "There using the language of knowledge is no proof that they possess it." (Aristotle). By this statement, Aristotle is stating that theory is not understood until a person has the ability to apply it.

It is primarily in this century with the work of John Dewey that learning through experiences has been valued as an important foundation in formal educational setting. Dewey challenged educators in the 1910's, 20's, and 30's to develop educational programs that would not be isolated from real life experience. There was a boom in the 60's and 70's with the work of many psychologists, sociologists, and educators who believed in the value of experience not necessarily as a replacement to theory and lecture but in addition to it. Among these are Piaget, Chickering, Tumin, Bloom, Friere, Gardner, and Lewin.

More recently, David Kolb has taken the gauntlet in support of experiential learning stating that learning is multi-dimensional process. Beginning from concrete experience, to observation and reflection, then to the formation of abstract concepts and generalizations, to testing implications of new concepts in new situations. Many others have taken this model and expanded on it or used it to explain their theories.