A PHILOSOPHICAL EXAMINATION OF EXPERIENTIAL LEARNING THEORY FOR AGRICULTURAL EDUCATORS

Abstract

Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs. Results of this study indicated that the process is cyclical in nature and requires an initial focus of the learner, followed by interaction with the phenomenon being studied, reflecting on the experience, developing generalizations, and then testing those generalizations. The context in which experiential learning occurs is defined by four dimensions: the level, the duration, the intended outcome, and the setting. Based on these results, models depicting the process and context were developed by the author.