Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework

Abstract

Many educators interested in notions of 'learning through or from experience' are influenced by Kolb's basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb's insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers' concept of informal lifelong education. On this basis, it adapts a 'lifecycle' perspective on how the direct or micro 'here and now' opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning-one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern 'work-retirement-death' narrative still influential in a fast-changing and uncertain world.

Later life learning from experience: the cross-cultural importance of ‘life reviews’ in seniors’ lifelong education and learning

“…There are also related 'lifelong education' grounds for challenging the modern schoolwork-retire-and-wait-to-die script-and with the new 'plastic brain' model (e. g. Guglielman 2012), the associated negative self-fulfilling prophecy that older people lose the capacity to learn. More significantly the widespread dismissal and ignorance of the benefits of tacit as well as explicit knowledge grounded in lifelong experience represents a great untapped resource of knowledge and experience sorely needed by a world now in perpetual crisis and by societies suffering increasing policy, decision-making and general sustainability paralysis (Richards 2018). However, perhaps the most important reason is that a 'lifecycle completion' framework for later life learning provides the crucial key for a new as well as recovered global perspective which recognizes that a lifecycle perspective is a solid foundation for an integrated model of future lifelong education.…”

“…However, perhaps the most important reason is that a 'lifecycle completion' framework for later life learning provides the crucial key for a new as well as recovered global perspective which recognizes that a lifecycle perspective is a solid foundation for an integrated model of future lifelong education. We have further explored the application of this framework in relation to the cross-cultural applications of an 'eight pillars of lifelong education model' (Richards 2017(Richards , 2018 based on the four key stages of lifelong learning from lifecycle experience (i. e. childhood, adolescence, adulthood, and elderhood).…”

“…Thus, in this paper we propose to focus on further clarifying as well as exploring a more integrated and optimal (and also optimistic) notion of later life learning still informally grounded in lifelong experience-one that also might provide an antidote to the fear of ageing and the often depressing modern narrative of 'formal educationwork/family-retirement-just-waiting-to-die' (Richards 2018). The first part of the paper will consider how this dominant modern narrative of the human life cycle is associated with a typical 'demoralization' of modern education and society that is further linked to a devaluation of the traditionally-respected life experience of seniors as community or tribal elders.…”

The complexities of meaningful experiential learning: Exploring reflective practice in music performance studies

“…Healey & Jenkins, 2000; Smith & Rayfield, 2017). Kolb’s learning cycle continues to be cited in a variety of educational research areas such as pedagogy (Gibbs & Priest, 2010), lifelong learning (Richards, 2018), and educational management (Tomkins & Ulus, 2016), among others.…”

ExperientialLearning@SocialMedia.edu: Using the Tech Start-Up Concept to Train, Engage, and Inform Students

“…Sanséau and Ansart (2013) argue that experiential learning serves as a catalyst for lifelong learning, providing students with the skills they need to adapt to an ever-changing environment. Moreover, Richards (2018) proposes that experiential learning is lifelong learning. Henschke's (2014) definition of lifelong learning identifies six components that align well with the skills in which our social media team members improved: learning to know (information literacy), learning to do (writing, persuasive communication, visual communication), learning to live together (teamwork, leadership), learning to be (critical thinking, time management), learning to change (problem solving), and learning for sustainable development (integration of all skills).…”