Melinda Howard-Experiential Learning Theory

Melinda Howard

The experiential learning theory best explains why adults learn because it allows real life experiences to transfer into knowledge. Individuals categorize themselves by what they have experienced such as parent or teacher. It is also a way in which society views people. A doctor, lawyer, or scientist may offer more social status than a plumber or custodial worker. No matter what type of experiences one has had, something can be learned from it. Kolb describes learning as a “continuous process grounded in experience” (Merriam, Rosemary, and Baumgartner, 2007). One may learn from other experiences without the need to go through the same events. Lessons learned can be included in the education process to aid in an individual’s decision making process as well as personal choices.

One theorist, Carl Rogers highly regarded experience as an aspect of life that should not be ignored. He placed emphasis on the whole person which includes the world that he/she lives. In counseling, his person-centered approach includes components which encourage positive growth (Gerard, 2002):

1. Empathy-Understanding clients as they are
2. Congruence-Genuineness
3. Unconditional Positive Regard-Respect

Rogers thought on the outcome of learning is characterized by (Merriam & et, al., p. 283):

1. Personal involvement: The affective and cognitive aspects of a person should be involved in the learning event.
2. Self-initiated: A sense of discovery must come from within.
3. Pervasive: The learning “makes a difference in the behavior, the attitudes, perhaps even the personality of the learner.”
4. Evaluated by the learner: The learner can best determine whether the experience is meeting a need.
5. Essence is meaning: When experiential learning takes place, its meaning to the learner becomes incorporated into the total experience.
Experiential learning can offer different dimensions of education (formal, informal). No two experiences are completely alike. But one can learn from another without having to go through the same events. In adult learning, the ultimate outcome is for the individual to recognize options at hand and to make the best possible decisions. Rogers was adamant about the importance of experience in counseling and learning. Experience is education (Merriam, p. 283).

As a counselor, I have worked with clients with various psychological needs. I do take Rogers’ three core components of positive growth seriously. I have seen first hand of the difference it has made in counselor/client relationships. It encourages a more open dialogue during counseling sessions. The client’s trust issues are usually resolved early on. And the counselor can begin working on the client’s personal issues without wasting time in counseling sessions. The ultimate goal for clients is to recognize that they have choices and to choose the right one for him/her based on their life experiences.

Merriam, S. B., Caffarella, R. S. & Bamgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.) San Francisco: Jossey-Bass.

Egan, G. (2002). The skilled helper: a problem-management and opportunity-development approach to helping (7th ed.) California: Brooks-Cole.