Experiential Theory from John Hedrick

The experiential theory best explains why adults learn because of its simplicity and the fact that the "direct embodied experience engages one in the mental, physical, and emotions of the moment" (Merriam et al, 2007, p. 159). For example, Lindeman (1961, p. 6) argues that "the resource of highest value in adult education is the learner's experience."
I try to stress this in my communication classes by making the class exciting, relaxing, yet very interesting at the some time. I reward good behavior and hard work with appropriate and educational movies trying to convey an experience the students will never forget. I teach public speaking and try to be as open-minded, not dogmatic, as possible knowing every individual has different likes and dislikes.

One of the primary assumptions underlying Knowle's (1989, p. 58) work on andragogy is that "adults come into an educational activity with both a greater volume and a different quantity of experiences from youths." As adults live longer or proceed into college, they tend to accumulate both a greater volume and range of experiences. Kolb (1984) states, "learning is a continuous process grounded in experience. Knowledge is continuously derived and tested out in the processes of the learners" (p. 22). Kolb notes that these experiences can be personal (like moments of happiness or excitement) which I try to bring into my classroom. I can remember back in undergraduate school this one professor who had a knack of always keeping us entertained in class by reading something interesting, showing a new movie or simply relating stories of his life to communication theorist. These experiences always stuck with me as I started teaching.

John Dewey (1938) argued that "all education comes about through experiences" (p. 13). This "does not mean that all experiences are genuinely or equally educative" (p. 13). In fact, some experiences "mis-educate," in that they actively "distort growth.... narrow the field of further experiences.... and place people in a groove or rut" (p. 13). I think being too negative or over critical of a student could have this effect. Dewey (1938) sums it up by arguing that "education is not a name or a slogan but the reason alone for a sound philosophy of experience" (p. 91).

References:

Dewey, J. (1938). Experience and education. New York: Collier Books.

Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Lindeman, E. C. (1961). The meaning of adult education in the United States. New York: Harvest House.

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