Experiential Learning

Grasping Knowledge

Apprehension and comprehension are two key aspects central to the theory of experiential learning representing the dialectically related ways in which we grasp knowledge. The apprehension-comprehension dialectic is derived from dual knowledge theory, which states that there are two distinct (yet inseparable) ways of knowing: concrete and abstract. Apprehension is defined as “concrete knowing,” and refers to that which is experienced as both immediate and feeling oriented. It is a subjective process largely based in older regions of the human brain that serve as gatekeepers, monitoring the physiological and emotional dimensions of learning. Comprehension is defined as “abstract knowing,” which is experienced as the linguistic, conceptual, interpretive process based in the newer left cerebral cortex of the brain. In short, this dialectic can be stated as the emotional-conceptual dialectic.

We grasp experience by either being involved through apprehension using the concrete experience (CE) learning mode or through comprehension using the abstract conceptualization (AC) learning mode. The CE mode is one where we interact with our environment through immersion, experiencing it with our senses, feelings, and emotions; we are involved with the tangible aspects of our surroundings. On the other hand, one can also grasp knowledge through the AC mode by thinking, analyzing, and theorizing to gain knowledge without being immersed in the environment.

Transforming Knowledge

Apart from how knowledge is grasped, Kolb articulates that the transforming of knowledge is also central to the theory of experiential learning. Simple perception of experience alone is not sufficient for learning; something must be done with what we have taken in, or grasped. Intension is the act of reflecting on or observing some state or experience, whereas extension is the actual action—deliberate or experimental—that will generate new states and experiences. This dialectic involves the praxis of action and reflection.

We transform knowledge by either being involved through the reflective observation (RO) learning mode or the active experimentation (AE) learning mode. The RO mode is one where we incorporate diverse perspectives from the knowledge we gained through reflection or observation. The dialectical related mode of active experimentation is one where the focus is to do something about the knowledge we gained.

The Experiential Learning Cycle

Kolb asserts that most effective learning happens as one goes through a cycle using all four modes. Constant use of these modes would also cause individuals to develop learning flexibility. One could enter the cycle at any modal point; however, entering the cycle in a particular mode indicates an individual's tendency or preference for how to grasp or transform information.

Consider a person (let's call her Jane) who is promoted to the position of manager based on her superior performance as an engineer. As a manager, Jane is immersed in a completely new work environment and in the first few months, experiences the stress related to the requirements, demands, and expectations of this role. Starting her learning cycle from concrete experience, Jane would then reflect on the job and even begin to observe other managers to learn how they function successfully. She may also engage in conversations with other managers to obtain as many perspectives as possible to inform her own experience. In doing so, Jane has moved through two modes: CE and RO. Jane may then need to gain more knowledge and reads more about how to succeed as a new manager. As she gathers this information, she comes up with her own ideas and concepts of how to succeed. At this stage, Jane is engaging in the AC mode and develops her own working theories of successful behaviors for her new role. Finally, Jane decides to act by incorporating these new behaviors in her job by engaging in the AE mode. As she now interacts with her environment and employs these new behaviors, she engages in concrete experience and the cycle continues. [Page 489]The original diagram showing this learning cycle can be found in Kolb (1984: 42, Figure 3.1).

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