
Contents
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The Challenges of Lifelong Learning The Challenges of Lifelong Learning
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Experiential Learning Theory Experiential Learning Theory
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The Cycle of Experiential Learning The Cycle of Experiential Learning
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learning style learning style
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Learning Spaces Learning Spaces
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Strategies for Lifelong Learners: Learning Style and Spaces Strategies for Lifelong Learners: Learning Style and Spaces
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The Spiral of Learningand Adult Development The Spiral of Learningand Adult Development
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Strategies for Lifelong Learners:Spiral Through Development Strategies for Lifelong Learners:Spiral Through Development
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Practice Makes Perfect Practice Makes Perfect
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Exercise Appropriate Time Framing Exercise Appropriate Time Framing
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Self-making and the Development of Interest Self-making and the Development of Interest
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Learning Identity Learning Identity
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Fixed vs. Learning Identity Fixed vs. Learning Identity
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Lifelong Learning Strategies:Learning Identity Lifelong Learning Strategies:Learning Identity
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Learning Relationships Learning Relationships
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How Learning Relationships Support Learning How Learning Relationships Support Learning
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support for feeling support for feeling
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support for reflecting support for reflecting
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support for thinking support for thinking
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support for doing support for doing
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Lifelong Learning Strategies: Learning Relationships Lifelong Learning Strategies: Learning Relationships
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Future Directions Future Directions
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References References
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Note Note
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6 The Learning Way: Learning from Experience as the Path to Lifelong Learning and Development
Get accessAngela Passarelli, Department of Management & Marketing, College of Charleston
David Kolb, Experience Based Learning Systems
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Published:21 November 2012
Cite
Abstract
Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. We provide an overview of stylistic preferences that arise from patterns of choosing among these modes of learning, as well as the spaces in which learning occurs. Movement through these modes and spaces link one experience to the next, creating a learning spiral that guides growth and development through a lifetime. Lifelong learning is also shaped by an individual’s learning identity, the extent to which one believes he or she can learn, and learning relationships, connections that promote movement through the learning spiral. Strategies for enhancing the learning process are provided for each of these topics.
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