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Running Head: Experiential learning critics Experiential Learning and Its Critics: Preserving the Role of Experience in Management Learning and Education

By D. Christopher Kayes and G. St

Abstract

Please do not quote or reference this manuscript. An updated version of this manuscript was published as Kayes, D. C. 2002. Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1, 2, 137-149. Experiential learning critics 2 This paper considers John Dewey’s dual reformist-preservationist agenda for education in the context of current debates about the role of experience in management learning. The paper argues for preserving experience-based approaches to management learning by revising the concept of experience to more clearly account for the relationship between personal and social (i.e., tacit/explicit) knowledge. By reviewing, comparing and extending critiques of Kolb’s experiential learning theory and reconceptualizing the learning process based on post-structural analysis of psychoanalyst Jacque Lacan, the paper defines experience within the context of language and social action. This perspective is contrasted to action, cognition, critical reflection and other experience-based approaches to management learning. Implications for management theory, pedagogy and practice suggest greater emphasis on language and conversation in the learning process. Future directions for research are explored

Topics: Key Words, experiential learning, language, managementExperiential learning critics 3 Experiential Learning and Its Critics
Year: 2002
OAI identifier: oai:CiteSeerX.psu:10.1.1.187.2136
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